<<Back to Table of Contents  Print

Lesson 5 – Animals and Descriptions Stage Time Teacher Activities/Description Materials 1. 5 min Engage Elicit broadly about the theme of adjectives: big, small, tall, short, long, wide, thin, ugly, beautiful ... Encourage more! whiteboard, markers 2. 2 min Engage/ Activate Teacher: "Find something  adjective ." (e.g., big) Ss point to something big. classroom realia (teacher may want to stock the classroom in advance) 3. 10 min Engage Elicit broadly about the theme of animals: elephant, monkey, bird, fish, buffalo, tiger, mosquito, pig, dog, cat, gibbon, turtle, squid, crab Appendix 20 - Animal Flashcards (you'll want to prepare several sets for this lesson) 4. 10 min Engage/ Study Teacher holds up an animal picture and says "The ______ is big." Hold up more animal pics and elicit: The ______ is ______. (e.g. the gibbon is ugly.) Appendix 20 - Animal Flashcards 5. 15 min Activation Race game! (prepare 3 sets of flashcards in advance) 3 teams 3 sets of cards out the front face down. Ss up the back Teacher says "Find something big!" Ss race to the front and find a big animal First one back wins 3 sets of animal cards 6. 10 min Engage/ Study After each race, teacher shows the two animals to the class. Teacher then demonstrates the comparative form (e.g., "The elephant is bigger."). Drill with Ss. whiteboard, markers 7. 10 min Engage/ Study Hold up a picture of an animal and elicit adjective. Hold up a second picture and elicit adjective. Hold the two pics up at same time and demonstrate the comparative between them. (e.g. "the elephant is bigger than the monkey.") whiteboard, markers 8. 15 min Activation Hold up more pics and elicit comparative between 2 animals from students. - in groups of 8 in circles around the room - jumble up the cards face down on the floor - students pic up two cards and speak the comparative sentence between the two animals. - palenism – if students find a pair they can keep the pair - keep going around the circle 8 sets of animal cards 9. 15 min Activation Race game! 3 teams 3 sets of cards out the front face down. Ss up the back Teacher says "Find something bigger than a monkey!" Ss race to the front and find a bigger animal and race back. First one back wins. 3 sets of animal cards 10. 10 min Engage/ Study After each race: The biggest animal. "The elephant is the biggest." whiteboard, markers 11. 15 min Activiation Line up the animals on the board Write biggest at one end and elicit biggest Write smallest at the other end and elicit smallest Instruct the class to put them in order from biggest to smallest. Change adjectives (e.g., fastest, slowest, ugliest ...) Animal Flashcards 12. 3 min Elicit/ Study Teacher make mistake, "beautifulest?" See if SS can correct to "most beautiful." whiteboard, markers 13. 5 min Engage Elicit more adjectives depanding on Ss interest and comprehension. whiteboard, markers 14. 10 min Study Demonstrate Grammar point: Two syllables or more and no y at the end = most (adjective) Anything else and add est (i.e., most beautiful, most expensive, etc.) whiteboard, markers 15. 10 min Study Superlative adjectives ending with est and elicit. Write on board "beautifulest?" Teacher "Noooooo!" Demo with more adjectives Write on board 2 syllables or more and no y at the end = most (adjective) anything else and add est >// and no “y” = most whiteboard, markers 16. 15 min Activation Race game! 3 teams 3 sets of cards out the front face down. Ss up the back Teacher says “find the biggest!” Ss race to the front and find the biggest animal Teacher looks at the biggest animal and says "The _____ is the biggest" and elicit the winning team to repeat. most or -est from a list of adjectives Animal Flashcards 17. 10 min Activation Two teams sale of the century style with a member from each team out the front teacher names an adjective and Students say: "most" or "-est"   18. 10 min Activation Students on the floor. Ss hold up magazine pics of people or whatever. Elicit most, more, or -est comparative forms. Magazines 19.   Homework Ask 20 people what music band they like the most. Elicit next week: ______ is the _________.   20. 10 - 20 min Extra practice what where when why how do (I, you, we, they) does (he, she, it) did (I, he, she, we, they, it) are (you, we , they) is (he, she, it) I, he, she, you, we, they, it Write two words on the board sentences/questions with two of each words optional work sheets whiteboard, markers Appendix 22 - Opposites Matching Activity 1 , Appendix 23 - Opposites Matching Activity 2