Daniels Aide Okun Daniels Aide Okun

ing and ed Adjectives
Pre-Intermediate level

Description

In this lesson, students will be, engaged with productive tasks, to develop and practice their knowledge on ''ing and ed ''adjectives, they would learn the difference in the sentence formation, lexical structure and grammatical meaning of ''ing and ed'' adjectives and the similarities in their meanings, ''ing-Feelings and ed- Causes''. The teacher will systematically apply a guided discovery technique, the ''Lead - in'' procedure which will be guided with “CCQs”, the MFP stage will be introduced with the demo, CCQs and instructed to, BORs to compare answers and share thoughts, with an aim to achieve a student-centered class, The Controlled Practice Task will be covered through a Guided Discovery technique with CCQs, while the Freer Practice Task will be covered with a TTT approach and ultimately the Delayed Error Correction will be covered with a PPP approach.

Materials

Abc Navigate course book Pre- Intermediate by Caroline Krantz and Julie Norton series Adviser Catherine
Edit?usp=sharing?size=16&default=html Lead-in
Edit?usp=sharing?size=16&default=html Controlled Practice Task
Edit?usp=sharing?size=16&default=html Freer Practice Task

Main Aims

  • To provide students with clarifications, learning tips and clues on identifying, ''ing- and -ed'' adjective grammatically. Through Lead in activities, MFP, Controlled practice, and Freer practice.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a Followed methodology, with freer practice task.

Procedure

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

T asks SS: How are you guys feeling? T begins the lesson by engaging students to Look, Think and discuss. "Two pictures on google slide presenting 2 opposite ''ing'' adjective" Boring and exciting Instructions: Discuss with your partner think of an adjective to describe picture no:1 and no: 2 and why? You have 3 minutes for this task T sends a link and opens breakout rooms T elicits from SS

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Students will be guided through an ing and ed adjective task to help them to identify the right fit for the sentences. It will be a guided discovery to expose them to the identification and differences in the sentence formation of ''ing and ed'' adjectives.

Highlighting (2-4 minutes) • To draw students' attention to the target language

With CCQs and open class feedback obtained and guided from the students' performance in the previous tasks. A few questions will be asked to check in with the stage and pace of learning, learners' awareness, and lesson engagement level.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

In this section, the teacher will use demo instruction and CCQs to clarify the task for the students to answer, discuss, and compare in the BORs. Learning activities on MFP will be assigned via a google slide link to be answered by the students in pairs and it will be checked via an OCFB

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

This learning section will be followed through by a guide discovery technique. Students will work together in pairs of 2, to choose answers, compare and justify their answers with an explanation on how ing and ed adjective is used differently in a single sentence.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

This will be an OCFB activity with all the students in the main room. Students will be nominated to present their answers on behalf of their zoom room's teams.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

In this section students, productive skills will be encouraged, acknowledged, and developed through an outline of open-ended and personal questions.

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