Dalila Miramontes Dalila Miramontes

B1 level


Students recognize adjectives with suffixes: impolite, unnecessary. They apply them to their speaking practice.


Main Aims

  • To provide fluency speaking practice in a conversation using and understanding adjective prefixes

Subsidiary Aims

  • To provide review of language used for telling anecdotes in the context of people's manners


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Students observe a picture that shows people on the subway. Some of them have number on them, so they are the observation subject and the students will talk about their behavior. The teacher starts the lead-in by asking "What do you see inthe picture? Are these examples of bad manners or good manners? What are other examples or good and bad manners in a different environment?"

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Teacher provides a small task that reviews a few words that appear in the written model of production that will be handed to students to read and understand. This model highlights costumes that in other countries may be seen as rude or impolite. Students understand the task and get ready to do their own.

Useful Language (7-9 minutes) • To highlight and clarify useful language for coming productive tasks

Students will read language that will be useful for the freer practice. The teacher hands out a Jamboard document where students will participate in teams and organize the sentences.

Productive Task - Speaking (8-10 minutes) • To provide an opportunity to practice target productive skills

With the Useful Language task in mind, students will discuss manners in their country or a country that they are familiar with. The past exercise will help them talk among them. Students will be allowed three minutes to write down some ideas individually and then in pairs or team they will talk about it.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

While monitoring the students, the teacher wrote down useful language to see on feedback. Teacher procedes to do OCFB. If there is time, the students will be allowed to talk more about their experiences

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