LESSON PLAN # 3

INSTITUTION TUTOR:
Javier Alejandro Landnez S.
COURSE
Eighth grade
WEEK NUMBER:
03
DATE OF THE CLASS: September 24

PEDAGOGICAL OBJECTIVE:
To do a feedback about previous topics in order to reinforce the students knowledge (based on the
diagnostic lesson).
TERMINAL OBJECTIVE:
By the end of the lesson, the students will be able to describe their favorite character and immediate
objects (specifically basic classroom objects) by drawing and creating sentences on their own using
basic adjectives and the Verb to Be pattern.
ENABLING OBJECTIVES:
The apprentices will describe their favorite character by using some basic adjectives.
The students will build up several sentences using the Verb to Be pattern in positive form.
The pupils will give information about their favorite character by using some basic adjectives
(and if possible like and dislike) and the Verb to be grammar pattern.

ESTNDARES BSICOS DE COMPETENCIAS EN LENGUAS EXTRANJERAS: INGLS

Escucha: comprendo informacin bsica sobre temas relacionados con mis actividades
cotidianas y con mi entorno
Escritura: Describo con frases cortas personas, lugares, objetos o hechos relacionados con
temas y situaciones que me son familiares.
Monlogos: Describo con oraciones simples a una persona, lugar u objeto a que me son
familiares, aunque, si lo requiero, me apoyo en apuntes o en mi profesor.
Hago exposiciones muy breves de contenido predecible y aprendido.
Conversacin: Participo en situaciones comunicativas cotidianas tales como pedir favores,
disculparme y agradecer.

METHODOLOGY
LANGUAGE PATTERNS AND VOCABULARY
Vocabulary: Classroom objects (pencil sharpener, eraser, pen, pencil, scissors, etc.), adjectives (tall,
short, fat, thin, strong, etc.).
Verb to be (in positive and negative).
Thanks, good morning/ evening, etc.

MATERIALS AND EQUIPMENT

Handouts, blank sheets of paper, school supplies.
WARMING UP ACTIVITY
1. TELL STUDENTS TO THINK OF THREE ANIMALS THEY LIKE.

Have them write the animal names on a piece of paper; for example, a student might choose
tiger, bear, and rabbit.
2. HAVE STUDENTS WRITE THREE ADJECTIVES TO DESCRIBE EACH ANIMAL.

Give an example: tiger aggressive, strong, fast; bear big, furry, hungry; rabbit shy, cute,
cuddly.
After writing an example on the board, I usually prefer to let students come up with adjectives
on their own so that they dont all end up with the same ones. But you could have a
brainstorming session as a class before they write their words, if theyre looking a little lost.
For lower-level classes, these adjectives can be basic, such as cute, strong, big, little, furry,
lovable, etc.
For higher-level classes, challenge students to find adjectives that their classmates may not
know, such as ferocious, majestic, etc. (You might want to allow dictionary use.)
Circulate to make sure students are not writing nouns by mistake (this happens often).
Get faster students to help slower students come up with their last few adjectives.
3. TELL STUDENTS THEY MUST NOW READ THEIR ADJECTIVES WITH THE FOLLOWING
PHRASES: I THINK I AM, MY FRIENDS THINK I AM, I AM REALLY

Put students in groups of 4 or 5, and have them read out their adjectives. But instead of
saying the animal names, they must use the phrases I think I am + 3 adjectives, My friends
think I am + 3 adjectives, I am really + 3 adjectives. Explain that the adjectives represent
how you see yourself, how your friends see you, and how you really are.
Use your example to model this before they begin. Example: I think I am aggressive, strong,
and fast. My friends think I am big, furry, and hungry. I am really shy, cute, and cuddly.
See what everyone has come up with! Share a few of the funnier answers with the whole
class.

E.S.A. (ENGAGE STUDY ACTIVATE)

INTRODUCTORY ACTIVITY
As an introductory activity, the teacher will ask each student to take out a piece of paper in
which they will be asked to draw a school supply. After five minutes, they will be asked to
swap their drawings with a classmate and then everybody should write down the name of the
object and create some sentences describing it. This latter activity would take 10 minutes.
After having recalled the name of the object, the teacher will ask the learners to do an activity
recess, where the educators would give some commands to the learners and then they will be
inquired to follow it up. This tasks will take 10 minutes (10 min).
Vocabulary reinforcement:
Then, the teachers will arrange the classroom in horseshoe pattern. At the center of the
classroom the students will find a communal urn which will contain some school supplies from
which students could take freely in order to draw and color a character or animal of their
preference. This activity will last 20 minutes (20 min).
Next, the students will be asked to describe the character or animal they have created by
using some adjectives and grammar structures that they may be capable of remember. In
order to do so, the students will be inquired to write these sentences in the sheet of paper, or
to talk about their creation with their peers (20 minutes).
STUDENTS EXPECTED PERFORMANCE
-The students talk about the immediate objects they find.
-The students greet to each other.
-The pupils draw and paint their favorite character or animal
-The apprentices will recall the verb to be and basic adjectives to describe physical and
mental features.
-The learners will create sentences depending on the meaning they want to give to the
character.
-The students will socialize with their peers the character they creating, by using sentences
and vocabulary they are able to know up to the moment of the ENGAGE stage.
STUDY
The second part of the session will start with a command activity (or an action word task)
where the learners are expected to follow up some actions and movements that the teacher
will provide them, in regards to what they saw in the first part of the session; it is worth noting

that the purpose of this short exercise is to make students to be tuned back in class. It is
expected to last 10 minutes (10 min).
Lottery game: The teachers will ask the students to cluster into four groups of four people,
and then each party will receive a lottery ticket where they will find a chart of some adjectives.
The idea is that they can identify the object (picture) that will be presented in class and play
as if they were participating in a lottery game (20 minutes).
Build up the sentences: after having competed in the lottery game, each group will be given
some words written in cardboards, where they are expected to build the sentences. According
to the scores got in the former activity, each group would receive a more or less difficult
sentence, so that those who were able to get higher points would be given more difficult
sentences to build, whereas those who failed to have satisfactory scores would be given a
less complex sentences to build. This activity is expected to last 20 minutes (20 min).
STUDENTS EXPECTED PERFORMANCE
-The students will practice vocabulary in regards to adjectives.
-The apprentices will create simple sentences by using different elements of the language
(i.e. verb, subject, adjective and complement).
ACTIVATE
Finally, students are expected to play more freely with the language. As an ACTIVATE task,
the learners will be asked to create a monologue on their own describing again the character
they did during the first stage, but using the whole vocabulary and grammar structures seen
during the class. This final activity is expected to last 20 minutes.
STUDENTS EXPECTED PERFORMANCE
-The students will socialize their animal in front of the class by including the vocabulary and
grammar structure seen during the lesson.

FINAL NOTES
Evaluation will be carried out during the whole class, every time the students require
feedback on pronunciation, language management etc.
BIBLIOGRAPHY
Adjectives with a twist, retrieved from: http://blog.esllibrary.com/2013/01/31/my-favouritewarm-up-activity/ on sep 23rd, 2016.
The puppy needs a bone, retrieved from: http://www.free-teacher-worksheets.com/adjectiveworksheets.html on sep 23rd, 2016.

APPENDIXES