By the end of the lesson, students will have an understanding and awareness of the concept of order of adjectives in the context of describing art.
To provide fluency and accuracy speaking practice describing art using sentences containing multiple adjectives.
To provide gist listening practice using a text about descriptions of art.
Procedure (37-47 minutes)
- T sends a Jamboard link to the SS. T: Please open the link that I posted in the chat. - T poses the question to the SS "What types of adjectives do you know?" T demonstrates how to post a sticky note and provides an example to the SS. T: Please write and post your ideas on a sticky note like this. Please also write your name. If you don't know the name of the category, then just write some examples. - T gives the SS 1 minute to post their ideas. - T makes comments on the SS contributions and clarifies any posts that are unclear.
- T shows the SS four pictures. T: We are going to listen to a woman talk about two of these pictures. Listen to the two parts and write down the letter of the picture she is talking about. For example, for part 1 if you think she is talking about picture A, write A. - T plays the audio. ICQ: Can you hear the audio? - T asks the SS if they need to hear any of the audio again. T plays the requested audio part if requested. (Part 1: 0:00-0:38, Part 2: 0:38-END) T: Do you want to listen to it again? Part 1, Part 2 or both? - T elicits the correct answers from the SS. T: Do you remember any of the words she uses when talking about the pictures? - T reveals the marker sentences from the text to the SS.
- T sends the SS the link to the Google Forms Grammar Task. T: With your partner, look at the four sentences from the text and then answer the questions. - T demonstrates how to complete the task using the question for sentence 1. T: When you finish the questions, please look at all of the sentences together and see if you can find any patterns in the answers. I will give you 4-5 minutes to complete the task and discuss with your partner. - T monitors the BORs to check the SS progress and to see if 5 minutes is needed for the task. - T uses the Google Forms responses tab to guide OCFB. T: Did any groups find any patterns? - T shows the SS the full order of the adjectives and highlights a few key points. - T elicits the sentence stress from the students by asking them what types of words are stressed. T: What words do we stress in these sentences? Can you give me some examples? - T models and then drills 2 marker sentences. T highlights the weak forms of the words adjacent to the adjectives.
- T sends the SS a link to the Google Forms Practice task. T: Choose the correct phrase to complete the sentence. You can look at the chart here to help you. - T demonstrates the task by eliciting the answer for the example question from the SS. T: You have 5 minutes. Please DO NOT submit it yet when you finish. - T instructs the SS to peer check in BOR. T: I will give you 2 minutes to check your answers with your partner and then submit. - T uses the Google Forms responses tab to guide OCFB, focusing on the questions with the most student errors. T can elicit the reasoning for their answers from the SS (i.e. the order of the adjectives).
- T sends the Google Slides FP link to the SS through the chat. - T instructs and demonstrates to the SS how to use the document for the task. T: I have assigned everyone a picture. Open the Google Slides link. Find your name here and go to the slide number that you have been assigned here. Click and drag away the box to see your picture. You need to describe the picture to your partner. Try to use as many adjectives as you can. Make at least 4 sentences to describe your picture. - T demonstrates how to complete the task by providing a model answer for the demo image. - T gives the SS 5 minutes to complete the task in BORs. - T reveals all of the images to the class and elicits some sentences from the pair discussion from the SS. - T provides content feedback.
- T displays sentences on the slide that they collected while monitoring the previous stages. - T instructs the SS to decide if each sentence is an example of good language use or if they can be improved. T: Is this a good sentence or can we improve it? - T guides the SS to make corrections through elicitation and reformulation.