Name: Roxanne Loncar Date: Thursday, June 25, 2020 Level: Intermediate TP number: 18.30 - 20.

30

Type of lesson (highlight one): What is your main aim? Language - Grammar: Adjectives

Skills (Reading, Listening, Writing or Speaking)

or

Language (Vocabulary, Functional Language, Grammar or Pronunciation)

Skills AIms: Linguistic Aims:

By the end of the lesson sts will be better able to enhance their By the end of the lesson sts will be better able to identify what an
multitasking capabilities by engaging in different types of activities, adjective is, add new words to their vocabulary along with some time
boost their critical-think skills, listening skills and improve their to practice pronunciations while chatting in the groups about the topics
memory. Also, they will be able to critically think about how to use in the context of _______________
adjectives formally through analyzing of the adjectives in the short
story and sometimes informally use adjectives during the breakout
room discussions.
Good, you just need to include the context.
This is pretty good, however, this lesson didn’t really have a skills aim.
We can say “speaking” was a subsidiary aim, so, you could describe it
here like: “by the end of this lesson Ss will be better able to describe
their cities and family members using adjectives” (short and sweet!)

Communicative aim (What is the conversation the students will have at the end of the lesson):
The Ss will be told to write down all the adjectives they recognize in the images and text presented to them throughout the whole lesson. Then
near the end of the session they will use those adjectives to describe what type of birthday party they would like to have and what type of gifts
they would like to have. Then when they write down 3 sentences using any of the adjectives collected. During class they can take turns asking
each other about details of their party ideas. These conversations will happen in break out rooms and it is encouraged for students to use their
list of adjectives to engage into more conversation that goes beyond the 3 sentences that were created before.

You can simplify here Roxanne:

Materials and aids to be used (mention book and page numbers where relevant):
- grammar for English Language Teachers Second Edition by Martin Parrott: Page 51: to help fully describe the core of what an adjective is.
- Practical English Usage: Page 15: Used some examples to ask the students about what is wrong with certain sentences and see if they can
correct them.
- grammar for English Language Teachers Second Edition by Martin Parrott: General guidance of the different categories that adjectives fall
under like: size, shape, colour, origin etc..
- How English Works, A grammar Practice Book: Page 70: confusion between adjectives and adverbs
English File 4th Edition Elementary: Page 16: Lesson 2C Slow Down! (used in the beginning of lesson plan)

Anticipated difficulties (students arrive late, odd number of students, possible solutions
mixed ability, audio doesn’t work etc…):
1. I will wait 2 minutes extra for students to arrive, if they arrive later I
1. Students who arrive late. will pay attention to the bottom of the screen in case I have to let
2. Odd number of students. anyone who is late into the zoom chat.
3. Students with different abilities. 2.Try to rotate the students so they don’t always end up with the same
4. Audio does not work. partner and I would be more fair if the number of Ss was an odd
5. Computer video slows down. number
3.I have already noticed the Ss’s have different abilities. Best way to
deal with mixed abilities is to find a common group.
4.If my audio doesn’t work just type on the white board my situation
Excellent!
and restart my computer and try different microphone options I have. If
Ss audio doesn’t work ask them to restart their computer ad if that
doesn’t work they can type in the chat box.
5. Apologize for the inconvenience but, realize that sometimes that is
what happens in Zoom meetings and it’s short lived.

Personal aims: Strategies to achieve personal aims:

1. Have the Ss engage in conversation using adjectives correctly.
2. Have a better understand why it is important to know where
adjectives are placed because I noticed students in general
had problems with the placement of adjectives.
3. Good pronunciation of new words.
These are more like linguist aims, can you “translate” them
into “personal aims”? For example:
1. Teach the Ss where adjectives go in a sentence and what can
be considered an adjective
2. The activities of interacting with each other, writing down your
own example of the use of adjectives picked up during class
will help test their memory or the placement.
3. Try to only correct the pronunciation of the adjectives covered
in class but, when appropriate correct the Ss. (Don’t have time
to always be correcting every word)
 #1 would be: ensure to give Ss more opportunities to speak, or
lower TTT.
#2 is language, not really a personal aim.
#3 could be “speak slowly and clearly” or “grade language”
Analysis - MFP
M - Misplacement of adjectives in
sentence structure is a common problem.
Meaning is actually when you use
adjectives = used to describe nouns.
F - subject + noun + adjective
Or subject + adjective + noun
P - adjective /ˈædʒ·ɪk·tɪv/
Language analysis
Anticipated problems
Problems with meaning
- The Ss may not be able to understand
why they can not directly translate
adjectives in the same position as their
native language. It takes getting use to
and practice to remember where
adjectives go. This is good, but related to
Form. Meaning has to do with USAGE.
Problems with form
- This problem is especially common with
native Spanish speakers because they
are more loose with where words go in a
sentence compared to English and
descriptive adjectives in Spanish come
after the noun. That is why some people
forget that English is more strict with word
placement. OK, but what is the anitipated
problem? Placing adjectives after the
nouns?
Solutions (include CCQs, timelines)
M- Ask CCQs:
- How would you describe this image?
(teacup, cake, present box, and soccer
ball) this is eliciting, not really a CCQ..
- Can you say "It's a political old idea?"
(no)
- Does the type of tea come before or
after the noun? (It comes before the
noun).
F- Write down 3-5 sentences using the
adjectives leaned in class.
Ex: green, shiny
Sentence: I like my green, shiny bike.
OK, but try to ask instead of tell.
Remember: make Ss think.
P- Make sure there is more student talk
time than teacher talk time. this is a
personal aim
 Problems with pronunciation

- some pronunciation problems with

adjectives could be just be a general
struggle to pronounce certain letters in
English
This is too general. Technically, you
would choose a list of adjectives you are
going to teach, and here you list the
problems you see regarding each of those
words.

M - Confusing adjectives and adverbs Problems with meaning M-Ask CCQs:

F - adjective= describes nouns
subject + noun + adjective
Or subject + adjective + noun
Adverbs= describe verbs
subject + verb+ adverbs
Or subject + adverbs + verb
P - Adverb= /ˈæd·vɜːb/
- both adjective and adverb have the ad at
the beginner of the word so they can
easily be confused. They can be confused
for each others meaning.
Problems with form
- The Ss might not be use to accepting
that the English language has rules that
are not the same as their own language
when it comes to adjectives and adverbs.
Problems with pronunciation
- Is there an adverb or an adjective in this
sentence?
If you’ve got a fast car, why don’t you
drive fast?(first fast: adjective, second
first: adverb)
- Do adverbs describe nouns? (no)
- Do adjectives describe verbs? (no)
F- Think of 2 sentences with an adjective
from today’s class.
-Think of 2 sentences with an possessive
adjective from today’s class.
- Think of a sentence with an adverb.

- some pronunciation problems with P- Make sure there is more student talk
adjectives could be just be a general time than teacher talk time. Keep my talk
struggle to pronounce certain letters in simple and short.
English
M - Possessive Adjectives
F - subject + noun/ pronoun + possessive
adjective
Subject + possessive adjective +
noun/ pronoun
P - possessive adjective
/pəˈzes·ɪv/ /ˈædʒ·ɪk·tɪv/
Problems with meaning
- Ss might not realize that there are
possessive adjectives and forget to
incorporate them into the sentence
structure sometimes.
Problems with form
- may mistaken form for regular adjective
Problems with pronunciation
- some pronunciation problems with
adjectives could be just be a general
struggle to pronounce certain letters in
English
M- Ask CCQs:
- What are the possessive adjectives for
1st person? (my, our)
- What are the possessive adjectives for
2nd person?(your)
- What are the possessive adjectives for
3rd person? (his, her, its, there)
F- Make sure students clearly know the
difference between regular and
possessive adjectives by asking them at
the end for an example of both.
P- Make sure there is more student talk
time than teacher talk time. Make sure
they ask each other about possessive
adjectives with questions provided.
Time Procedure + interaction patterns
(What will you do? What will the students do?
Will they work alone or in groups?)
15 - I will begin my lesson with an exercise to
mins ask if they can think of adjectives to
describe the images of a cup, soccer ball,
and a piece of cake. The purpose is to lead
them into the main topic of adjectives.
- description and example of adjectives
This one you can skip next time. No need to familiar with it. It helps
explain language, you can just go straight to ease into the major
the words.
- difference between adverb and adjective
- Do textbook exercise as a group pp:16
This one is already your controlled
practice!!
Stage name + Stage aim
(What is the stage called?
Why is this stage in the
lesson? What purpose
does it serve? How is it
related to your aims?)
Lead-in
Contextualizing the
lesson by: Engaging
the Ss with the images
before I introduce the
topic the topic of focus
so they can be more
topic of focus.
Tutor’s feedback
(Don’t complete this column)
19:35
Instructions are better:
“I’m going to show you 4 images, you have to write
the description of the image.”
Good, you’re also grading language.
Nice that you provided an example.
Next time: consider giving the noun (“cup”,
“cake”…) so they can focus only on the description.
19:41
You showed target language (tables with size,
shape, origin, material, etc). we’re going to
avoid doing this in the lead-in and leave it for the
next stage. this is actually your “language
clarification stage”!
Avoid asking Ss to read out loud. They don’t
provide good models of English, it may be
confusing for the others.
5 - I will read the story first and I will ask the Reading for gist The stage names are correct.
mins Ss to read the short story for the purpose of Contextualizing the
paying attention to the adjectives. When the target language in a You used a different approach to teach the
Ss read the story , they will be able to very short story that grammar.
alternate because I numbered the You planned “via text” and you did “TTT”.
connects to the 4
sentences. The person who reads the
sentence will just read the sentence, then I images they needed to So, you didn’t really use these stages (even though
will call on another Ss to see if they know describe in the they are really good!!!!), you ended up doing the
where the adjectives are. After that I will ask beginning. There is no table + controlled practice (page 16).
a different pair of Ss for each sentence. need to fully
- this will be done in breakout rooms understand every word,
most important is to
pay attention to
adjectives

5 - Ask the CCQs to check if the Ss Clarifying and

Mins understood when we use this grammar by systematizing
asking what they notice in the sentences language
that are incorrect) - To see if the Ss
- clarify pronunciation understood the rules
- clarify form they must follow when
using adjectives in
sentences. Also, to
clarify Ss pronunciation
and listening skills.

5 - Ss write down 3-5 sentences that use the Controlled (written)

mins adjectives throughout the lesson practice
- Put Ss into breakout rooms to quickly write - have Ss pay attention
down and discuss 3-5 new sentences they throughout whole
formed on the topic of hosting your own session to spot the
party and possible gifts you desire. adjectives and write
- At the end bring everyone out of the them down to form
break-room and have them interact as a those sentences in the
group to clarify their sentence structures end.
 and pronunciation.
10 - Start conversations about the adjectives
mins you can use to describe things at a party.
Have the Ss incorporate their 3-5 sentences
they created.
- groups or pairs will be assigned in the
break-room
- T monitor and take notes of Ss strength,
and weakness
5 - go over the 3-5 sentences that the Ss
mins have put together and correct any errors
but, let the Ss try to help correct each
others work first
Freer Oral Practice 19:05
- Practice flowing Good job trying to make instructions clearer,
conversations without continue working on that.
looking up words and Good that you provided an example.
meanings by sticking to
the course content of Ss wrote sentences.
the day
Marcia’s sentence: the piece of cake looks
delicious. (notice that she’s using language that
was not taught (sense verbs); so regarding Marcia,
we don’t have evidence if your aim was achieved.
She’s using language she already knew.
However…
The others provided sentences following the
structure you taught. This is hard evidence that
your lesson was “to standard”. Well done. Next
time, just ensure you provide a clearer context.
Feedback
- provide feedback on
language and tasks
To be filled in by the tutor

Number 6 Tutor Julice Daijo Lesson focus Language – grammar

of
students

Overall comments:

Planning:
Great attempt to fill in all the boxes in your LP. You can make the descriptions of the aims shorter (see model); Great attempt to
stage a grammar lesson, considering you haven’t even had this input session. You ended up mixing up two approaches in your
plan, but delivered TTT (Test-Teach-Test)

Learning outcomes:
Ss were able to describe “things” using adjectives. Bit general.

3 things that went well:

(1) Dealing with internet problems; (2) providing controlled practice; (3) grading language more effectively

3 suggestions for next class:

(1) Try to elicit TL before giving it to students; (2) contextualizing the lesson; (3) continue working on giving short and
clear instructions; try to ask some ICQs.

This lesson was to standard for this stage of the course