BASIC

BASIC INTRO
INTRO
BASIC INTRO
Class
Class04
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CLASS GOALS:

• Open the class in students’ mother tongue;

• Review of Descriptions and Adjectives;
• Phonological Awareness (Lesson 01);
• Articles;
• Plural;
• Worksheet.
SETTING:

MOMENT 1 - REVIEW OF DESCRIPTIONS AND ADJECTIVES Picture 16 (Research)

Picture 6 (Descriptions)
Duration: 20-25 minutes Picture 2 or 4 (Discourse Moment)

Start the class in students’ mother tongue by explaining how important it is for them to do this type of
research. Checking the possible collocations for each word helps to increase and expand their vocabulary.
Then check the research in English. As they give you the collocations, highlight the fact that a word, while
used in combination with others, generates new meanings. Remind students of examples such as “hot
coffee” and “hot person.” To conclude, talk about the importance of context.

Now, get them to exchange the descriptions they have brought and correct them. Walk around helping
them out. Make sure all descriptions are corrected by the end of the activity. Then, ask the students to read
the descriptions they have corrected and the whole group should guess who is being depicted.

Repeat the same activity, but now using the third person singular. Give them some time to prepare a
written description of a famous person (including profession, personality and physical characteristics).
Then, ask them to read it out loud and ask the other students to guess who is being depicted.

To finish off, use the “Discourse Moment” in “Unit 2” (Book 1, page 46) and have students prepare short
sentences with the information presented in the box. This topic will be explored again in Class 5.

MOMENT 2 - PHONOLOGY AND VOCABULARY SETTING:

Duration: 10-15 minutes Picture 1

Start the “Phonological Awareness” activity in “Lesson 01 – Complementary Class” (Book 1, Page
34). Focus on your students’ pronunciation first through spelling, as the activity requires. Then, have
them pronounce and spell some words you put on the board; use mainly adjectives to improve their
pronunciation. Afterwards, go for possible collocations. Finish the activity building up sentences using the
adjectives and collocations.
(Note: the sentences should be simple – most of the time using personal or demonstrative pronouns, verb
to be and a noun to complement the adjective.)

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Possible set of words (synonyms and antonyms)

RICH X POOR HAPPY X SAD

TACKY X ELEGANT MODERN X CONSERVATIVE
CALM X NERVOUS NORMAL X STRANGE
GREAT / FANTASTIC X HORRIBLE / TERRIBLE ORGANIZED X MESSY / DISORGANIZED
SHORT X LONG SMALL X BIG
SOFT X HARD POLITE X IMPOLITE
NOISY X SILENT PRETTY X UGLY

MOMENT 3 - ARTICLES SETTING:

Duration: 10-15 minutes Picture 1

Use one of the sentences they created in the previous activity in order to introduce articles. Write one of
them on the board and present a different structure using articles:

E.g.: If they have created a sentence like Sharon Stone is beautiful, go for Sharon Stone is a beautiful
woman.

Use different examples to present these two sentence structures and then, explain the difference between
definite and indefinte articles. Write sentences on the board such as This is a book vs This is the teacher’s
book to help you out. Ask your students to put the sentences you wrote on the board in the plural so they
can figure out by themselves the articles in the singular and in the plural. Do it little by little asking for the
plural of each word of the sentence.

This is a book. This is the teacher’s book.

These are X books. These are the teachers’ books

Afterwards, give a brief explanation of the difference between a and an (act 1 from Ws 5 will help you
make it clearer) and build up the article chart on the board with definite and indefinite articles in the
singular and in the plural. It should look like this:

ARTICLES

Sigular Plural

Definite The The

Indefinite a/an no article

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MOMENT 4 - PLURAL SETTING:

Duration: 10-15 minutes Picture 11

The previous moment will naturally end in plurals. Keep the model you used to show the plural of articles
on the board and carry on talking about plural forms. Write some other sentences on the board and ask
your students to put them in the plural. You don’t have to go very deep in this topic, just make sure you list
some nouns with irregular plurals and emphasize the fact that adjectives don’t take the plural form. They
will work out the other exceptions to the rule while doing Ws 5.

Possible sentences:

Set 1: Plural +s, demonstrative pronouns, personal pronouns, adjectives

This is a classroom;
That is an apple;
That’s the problem;
It is a nice house;
She is an intelligent girl.

Set 2: Irregular plural based on rules

It is an expensive watch;
This is a big box;
That is a difficult quiz;
That is not a professional company;
That is a big party;
Is it a knife?

Set 3: Irregular plural based on exceptions

He is not a rich man;
She is an elegant woman;
This child is adorable;
It is a big mouse.

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SETTING:
MOMENT 5 - WORKSHEET 5
Picture 16 (Activity 1)
Duration: 18-20 minutes Picture 2 or 4 (Activities 2 and 3)

Hand out worksheet 5 to students and do the first activity together with the whole group. This is your
chance to go a little deeper into the difference between a and an and also to make a review of spelling.

Afterwards, arrange them in pairs or in groups to do activities 2 and 3. Walk around helping them out, but
give your students time to do the activity by themselves.

During the correction, you can present some groups of nouns that are exceptions to the general rule
of plural (words ending in –f/fe; consonant + y; sh, ch, s, x,), but try to focus on the ones they have
exemplified in the exercise. Do not overload your students with rules.

CLOSING

Do it in students’ mother tongue. Hand out Worksheet 6 to be done at home and model each activity.
Give them some feedback on their development in the last two weeks and tell them that they have extra
activities at Wise Up Online.

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