FOURTH Lesson Plan

Lesson Name: __ Adjectives Physical appearance__ Lesson Number: __4______

Institution: _____Colegio Gustavo Morales Morales________
Student-Teacher in Charge: __Javier Alejandro Landnez Segura____
Grade: _Eighth Graders__ Date:__03/25/17____ Week: ___4_____

Introduction:

The lesson will have its emphasis on the topic of adjectives and their use to indicate physical
appearance. It will be used to describe people, animals, places, things and objects, among others.
Students will have real conversations about their daily lives and common contexts emphasizing in the
topic of physical appearance of people, objects, animals and places.

Rationale:

This lesson is one of the most necessary ones for students as it is related with a words for physical
appearance. It is going to be focused by using a communicative approach in order to develop
communicative abilities in the students. This lesson will be very relevant for students, because if they
develop all its activities in a proper way, they will also be able to include them in their normal English
classes and even in their daily lives. This lesson is also important because students will be able to
speak among them about physical appearance of their family members, relatives and themselves.
Methodology:

I will use the Communicative Language Teaching Method. I chose this method because it emphasizes
the ability to communicate the meaning of the message, instead of concentrating in grammatical
perfection. The communicative approach is based on the idea that learning language successfully
comes through having to communicate real meaning. When learners are involved in real
communication, their natural strategies for language acquisition will be used, and this will allow them
to learn to use the language. This method has several characteristics mentioned below.
Classroom activities guided by the communicative approach are characterized by trying to produce
meaningful and real communication, at all levels. As a result there may be more emphasis on skills
than systems, lessons are more learner-centered, and there may be use of authentic materials.

Understanding occurs through active student interaction in the foreign language.

Teaching occurs by using authentic English texts.
Students not only learn the second language but they also learn strategies for
understanding.
Importance is given to learners personal experiences and situations, which are considered
as an invaluable contribution to the content of the lessons.
Using the new language in unrehearsed contexts creates learning opportunities outside
the classroom.
One example of the use of this approach is practicing question forms by asking learners to find
out personal information about their classmates, as it involves meaningful communication.

Resources:
This lesson will be given with some songs, flashcard videos and games. Some printables will also be
given to the students to reinforce the vocabulary and expressions related. These didactic resources
include written exercises like crossword puzzles, a word search, and questions about school supplies
and possessive adjectives.

Objectives Communicative: Students will be able to communicate important personal

information, like adjectives to express physical appearance in them and in others.

Language: the verb To Be will be used in the lesson, emphasizing in its

conjugation in the present simple tense.

Learning: Students will learn the lesson through listening to examples, playing
games, reading information, and sharing ideas with classmates.

Type of Description Timing

Activity per
step or
activity
Introduction The warming up will consist in a game where students will divide in groups
of four. To each group a riddle will be given; this riddle is the description of 1 hour
an animal, for example: I have four legs, I live in Africa, I am big and gray,
I live in the river, I am a each group shows these characteristics to the
others and they have to guess the animal they are describing. The game
ends when the four groups participate with their riddles.

Transition question: Are you happy or sad?

I start by showing a video with flashcards to the students. The flashcards

have some important adjectives used to describe people, animals or
objects, and students have to listen and repeat as they listen to the word
pronounced. After having listened to the vocabulary several times I show
only the pictures to the students and I ask them to say the adjective
corresponding to the adjective they are watching.

Transition question: Are you tall or short? Are you fat or thin?

I give a worksheet to the students; in each photocopy there is a very

complete list of adjectives with their corresponding pictures or images. I
give some time to the students to analyze the pictures and their words,
asking them which of them are familiar and which of them are unfamiliar.
After that I write some sentences on the whiteboard, using subject
 pronouns or nouns with the verb to be and a chosen adjective. For
example, he is tall, the cat is black, the dog is white, Im short, my mom is
beautiful, etc. I emphasize that adjectives are useful to describe or make
a characteristic of things around us.

Transition question: Is your father angry? Is your mother calm?

Practice Photocopies are given to the students; these have several exercises 1 hour
related to the topic, like sentences to fill in the blanks with the correct form
of the verb to be. The sentences are about adjectives for physical
appearance and related to situations that are common for them, like life at
school or at home. Guidance is done during the activity to guarantee that
all the students will do the exercises correctly.

Transition question: Can you use five adjectives to describe yourself?

At this point, some more worksheets are given to the students with several
exercises to solve. These exercises include matching, underlining, circling,
or completing with the appropriate word in multiple choice sentences.
Some crosswords and a word search are also given to make sure that the
topic given was correctly learnt.

Transition question: Can you describe your best friend with three or four
adjectives?

Consolidation Students take their notebooks and write a short description of a family 30 min
member; such relative can be the father, mother, brother, sister, etc. the
one that can result the most familiar for the students. If students dont know
how to say a word, it has to be said by the teacher. When they finish the
exercise it is checked and corrected.

Transition: In this space, students work in cooperative couples to show

what they wrote in their notebooks. They share with their classmates the
physical description they made of their chosen relative.
Final At this point most of the students must have learnt the given topic, with this 30 min
Assessment in mind they have to stand up and describe themselves in front of all their
classmates. To make an example, the teacher starts by writing his own
physical description on the whiteboard and he reads it to his students. After
this, students can start to make their own exercises.
The students have to review at home the adjectives learnt and besides this
they also have to make an additional description of a pet or an animal they
like.
Bibliography:

Bibliography

Adjectives with a twist, retrieved from: http://blog.esllibrary.com/2013/01/31/my-favourite-

warm-up-activity/ on March 20th, 2017.

The puppy needs a bone, retrieved from: http://www.free-teacher-worksheets.com/adjective-

worksheets.html on March 20th, 2017.

Video, Learn adjectives - talking flashcards, retrieved from YouTube:

https://www.youtube.com/watch?v=4gobjCDvbB4

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