Date of lesson / 10/10/2014
Time and length of lesson / 1 Hour
Level of class (eg Beginner) / Upper Immediate Adult
Number of students / 10
Make-up of the class (eg age, strength / weaknesses, nationalities, mixed abilities) / Age: 16-25; strengths: basic knowledge of English language / weaknesses: use of descriptive words; Chinese students; some are working adults, others trying to gain acceptance into higher-learning institutions
Aims of the lesson / Expand vocabulary and enhance sentence structuring to include descriptions of things they see every day; frequency of things happening every day in their life
Secondary aims of the lesson / Build confidence in their ability to speak, read, comprehend words used in every day English language
Anticipated difficulties / Understanding difference between adjectives / adverbs and their usage
Strategies to overcome difficulties / Group discussions, hand-outs, activities involving groups
Materials to be used / Whiteboard / chalkboard , hand-outs, worksheets
Timing / Stage / Procedure / Interaction / Reason for doing the activity
5 minutes / Warm-up / Asking students basic questions that require basic answers (How are you?) Introduce lesson / Relax the students and get them focused on English speaking
10 minutes / Introduce students to adjectives and their importance in every day English language conversations; give hand-outs; write some adjectives on whiteboard/chalkboard / Have students talk about things they see, their friends, possessions, etc.; are they happy/sad; describe something they have (pet, iPhone, favourite food, etc.) / Increase vocabulary and confidence in their ability to talk about things in a more structured way using descriptive words (adjectives)
15 minutes / Group discussions; use whiteboard/chalkboard to write reference points as to what activity should include / Have students use hand-outs to discuss their best friend, favourite singer or film star and present to class (what makes the person special) / Build confidence in their ability to use new words in an open dialogue with peers; it’s a fun exercise with no wrong answers
10 minutes / Introduce students to adverbs of frequency; use whiteboard/chalkboard to demonstrate usage of always, sometimes, usually, seldom, never, often with days of week / Have students talk about their daily routine: wake up, breakfast, dinner, sleep, etc.; give worksheets to students / Introduce students to the use of adverbs of frequency and their importance to speaking the English language
10 minutes / Using adverbs of frequency to describe their daily activities; listening, writing, dialogue exercise with worksheet / Students will be listening to teacher read the sentences and fill in the blanks with the adverb they hear; they will then take turns reading each of these sentences back to the teacher / Students will use this exercise to talk about their daily activities and learn correct methods of usage for each; expand vocabulary and ability to speak with greater confidence
10 minutes / Review / Wind down; give students time to ask questions about things they may not understand; give hand-outs of tongue twisters / Students are given time to address any concerns they may have with what the lesson was about; assign homework; practice pronunciation / This gives students a time to reflect on their lesson, clarify any misunderstandings and have some time to do something enjoyable (tongue-twisters)
Upper Intermediate Adults
Adjectives & Adverbs of Frequency
Objectives:1. To learn some new attributable adjectives
2. To be able to describe yourself or objects in more detail
3. Introduce students to adverbs of frequency
4. Enhance sentence structuring / listening / reading comprehension
Warm-up
Write the lesson and objectives on whiteboard / chalkboard. Deliver handouts.
Ask students:How are you today? (happy, sad, tired, angry)
What time did you wake up today?
Do you always wake up at this time? (always, usually, sometimes)
What did you have for breakfast / lunch? Was it good / bad?
Do you always have this for breakfast?
Activity 1:Think of situations and speak
Objective:Get everyone to start talking. Explain to students that the following adjectives are used quite often to describe things in English.
happy-sadcareful-riskysmart-stupid
strong-weakfast-slownew-old
true-falsegood-badfull-empty
Think of situations where these adjectives could be used. Encourage students to use
these descriptive words in their daily life.
Are you happy / sad today?Is the weather good / bad?
Is he a strong / weak guy?Are you tired / hungry?
Is your chair hard / soft?Are you busy every day?
If students cannot think out the situations, you can ask them to:
Talk about the weather today.
Talk about your mood today. Why are you feeling this way?
Describe something in your home. (pet, bedroom, living room, etc.)
Activity 2:Group Discussion
Objective:Focus on students’ ability to discuss with others. Learn to state your opinion clearly and listen to the others. Try to understand what the others have said, then guess.
Ask students to describe a person in the classroom with some adjectives from handout and have other students guess who the person is.
What words would you use to describe your best friend?
Describe one famous singer or film star.
Tell them to refer to the following words:
Easy-goingkindbrightquick
Nicerelaxedfriendlyfast
Unfriendlyintelligentattractivewarm-hearted
Activity 3:Introduction to Adverbs of Frequency
Objective:Build on students’ vocabulary and sentence structuring using adverbs of
frequency such as: usually, sometimes, always, often, seldom, never
Write the days of the week across the whiteboard / chalkboard like this:
Monday / Tuesday / Wednesday / Thursday / Friday / Saturday / Sunday
Then try to elicit the following adverbs of frequency by indicating different groups of the days
as shown below:
Always:Monday / Tuesday / Wednesday / Thursday / Friday / Saturday / Sunday
Usually: Monday / Tuesday / Wednesday / Thursday / Friday / Saturday
Often:Monday / Tuesday / Thursday / Sunday
Sometimes:Monday / Thursday
Seldom:Saturday
Never:------
This will help students associate the adverbs of frequency with the concept of relative
repetition or frequency.
Activity 4:Listen for the words
Objective:Enhance students listening comprehension and reading ability
Give each student a gapped text handout. Tell them to put in the correct adverbs as they hear
you speak them.
Read the following to them:
I always have breakfast. I usually get up at 7 o’clock.
I often watch television. I sometimes exercise.
I seldom go shopping. I never cook fish.
I always come to class. I sometimes read a book.
I usually eat lunch in a restaurant. I seldom get up early.
I usually walk to work. I always get to work before 8 o’clock.
I sometimes have a break at half past three.
I usually come home at 5 o’clock.
I often go shopping on Saturdays. I never spend too much money.
I never smoke but I always have a little wine every night.
I sometimes walk in the park in summer and in winter I often drink hot chocolate
Check through their gapped texts, getting them to read the passages back to you sentence by
sentence.
Wind Down
Review the language points taught in this lesson. Ask students to summarize what they have
learned in this class and ask for clarity on things not understood.
Tongue Twisters:Ten tame tadpoles tucked tightly together in a thin tall line.
The quack quit asking quick questions.
The queen coined quick clipped quips.
There goes one tough top cop.
Homework Assignments
Students will be given hand-outs that they will need for next lesson. They are to study them and
make notes of questions and concerns that they may have dealing with the use of new
vocabulary / sentence structuring in every day English conversations.
LoveTEFL Lesson plan template