Listening    Speaking    Reading    Grammar   Writing

Topic:  Adjective

Lesson Plan Template Task Based Lesson (TBL)

Instructor: Linda	Level: Upper Intermediate	Students: 4	Length: 30 Minutes

Materials: board and markers

Some pictures

papers

color pens

Aims:

Main: To enable Ss improve their grammar skills by having Ss to do various activities about many topics related to Adjectives.

Secondary: Don’t Ss make feel bored through active activities that they can participate in.

Personal: I want to manage my time management.

I want to pronounce clearly to deliver my instruction

Language Skills:

Speaking: Ss will describe pictures by using many adjectives and word chain game with a time limit.

Writing: Ss will be engaged in writing the script.

Listening : Ss will listen about other groups role plays.

Reading: Ss will read a worksheet to make a script with the partner

Language Systems:

Lexis : weather, house , personality

Phonology : none to discuss

Grammatical : snowy,windy,sunny,rainy,kind,red etc

Functional : write 3things like feeling,sound and seeing related to the weather using adjectives and describe house also personality of person by using adjectives.

Discourse : role plays by using script they make, share their own ideas with each other.

Assumptions:

All Ss have known various weathers.

All Ss know each other well in the class

All Ss know factors about the restraint

Most Ss have known many adjectives to describe.

Anticipated Problems and Solutions:

Students might not know the adjective that they want to use.

I will permit them to use their own dictionaries on the phone to find the word.

Students might not be familiar with the menu that I give. So they might be confused how to describe them

I will write information and ingredients about each menu next to the picture of each one to help Ss understand.

Students might not know full details about the person whom they should describe.

I will give some examples to demonstrate by using very simple details like clothing, hair color or length of hair

Ss might not be able to think of their own dream house until the time is up.

Tell the Ss it’s okay but we have to finish up because the time is up. And tell them to share only that they have done.

References:

Google images to make students describe about them.

Lead-In
Materials:
Time	Set Up	Student Activity	Teacher Talk
1min	Whole	Guiding questions not related to the lesson	Hi everyone! Hi Amy Kim, What is your favorite animal? Hi Jenna, What is the hardest one about TESOL?

Pre-Activity
Materials: Pictures of Puppy, Apple 4kinds of weather pictures papers
Time	Set Up	Student Activity	Teacher Talk
4min 3min 2min	Whole	Eliciting CCQ Demonstration Instruction ICQ Instruction ICQ Run Close	(Show the image of Puppy ,Apple) “What can you see in this picture? Tell me about more details about this picture" "So, in grammar, what do we use to make to puppy and apple more detailed?" - Adjective “Do adjectives show action?” “Do adjectives describe feeling?” (show the picture of windy weather) “When the weather is windy, I feel so scared. Because the sound of wind is so loud and horrible. Also the color of sky is gray and dark” Like I showed you, please write about your feeling, sound or seeing related to the weather. “What are you going to do?” “Are you going individually?” Now, from here, you should pick the weather picture among these 4. When you pick, don’t see until I say begin. Also I will give you a paper to write. Don’t touch too, before I say begin. I will give you 3mins to write. “Will you start when I give you the cards?” “How much time do you have?” Monitor students. Give time warning. Find the number of adjective in each sentence together.

Main Activity
Materials: Shape of the house picture Color pencils Menu Papers
Time	Set Up	Student Activity	Teacher Talk
4min 3min 1min 3min 4min 1min	Whole	Grouping Eliciting Demonstration Instruction ICQ Instruction ICQ Run Close Eliciting Demonstration Instruction ICQ Instruction ICQ Run Close	Please say adject , tive “Who say adject?” “Both 2 are 1 team” “Who say tive?” “Both 2 are 1 team” Please move your seat next to the partner. “Now the partner is the person who will live together in the future. Do you have anything to want to do when you live with your friend?” (First, show the original empty house that I will give to students) We should make this house for our dream home. (Show the house picture that I paint) This is my dream house when I live with my friend. My dream house has a red roof and 2 big windows to get a sunshine. Next to the house, I will plant a large cherry blossom tree whose color is pink. Also I want to have a wide green grass garden to do picnic with my friend. And the war of the house will be white. Because white is my and my friend’s favorite color. “Like I showed you, you will paint your team’s own dream house together and draw anything you guys want like me.” “What are you going to do?” “Are you going to work individually?” “Now, I will give you a original picture that I showed you before. Please don’t touch when I say begin. And I will give you guys 3mins to decorate the house for your dream one.” “How much time do you have?” “Can you touch before I say begin?” Monitor students. Give time warning. Each group tells about the dream house they draw and choose the winner team. (The winner team is who uses more adjective to describe – this is secret to students) “What is your favorite menu when you go to the Japanese restaurant Jenna?” “Do you have any special restaurant to eat Sushi?” (Show the menu and the script between client and server) So Angela, Could you be a client? I will be the server at the restaurant. Read the script together. So like me, one of your team will be the client and the other is the server. “Who has the longest hair?” – client “Who is wearing red T-shirt?” – server And now make the script at the restaurant related to questioning and introducing menu from each other. The most important thing is using Adjective! “What are you going to do?” “Will you work individually?” I will give you a menu and paper to write on. Before I say begin, Please don’t see the menu. I will give you 4mins to complete. “How much time do you have?” “Can you touch the paper before I say begin?” Monitor students. Give time warning. Act with each group’s script.

Post Activity
Materials: Board & markers
Time	Set Up	Student Activity	Teacher Talk
2min 1min 2min	Whole	Demonstration Instruction ICQ Instruction ICQ Run Close	(While I say my sentence, write the adjective that I use on the board) I will describe Ben. He has very short black hair. He is wearing striped-pattern shirt. He is pleased when his wife is happy. He has a lovely daughter and brave son. “Like me, please share other’s personality that you have known already by using adjectives. You should tell the person who is next to you at the right side.” “What are you going to do?” “Are you going to talk about the person who is left from you?” “I will give you 1min to think and paper to write on. Before I say begin, don’t touch the paper” “Can you touch the paper before I say begin?” “How much time do you have?” Monitor discretely. Give time warning. Let the each student come up to the board and write adjectives that they use while they are telling sentences.
SOS Activities
Materials: A song related to word chain game Stop-watch
Time	Set Up	Student Activity	Teacher Talk
42sec		Eliciting CCQ Demonstration Instruction ICQ Instruction ICQ Run Close	(Play the song related to the word chain game) Can you guess what is this song? (Show the original rope) Is this connected? (Cut the rope) Is this connected too? So word chain game is the last word should be connected to the next one. Let’s do adjective word chain game. If I start with ‘beautiful’ , the next one can be ‘ lovely.’ And the next one will start with ‘y’. Like me, you should match the last word and the next one. And tell the right adjective. Also you can’t say same adjective with others. “What are you going to do?” “Can you say the same word with others?” I will give the stop-watch which is limited to 3mins to the first person to start and pass to the next person after saying the 1 adjective. Finally, the person who has the alarming stop-watch is the loser of this game. “How much time do we have?” “Who is the loser of this game?” Monitor discretely and check the adjective that students say. Restate together the adjective that students use and write on the board.