Name: Zoë Heyn-Jones • 03 Aug 2020 • CELTA TP2 Lexis 10 July 2020

Description
To introduce and practice forming adjectives.

Main Aims
To enable students to practice forming adjectives in the context of a text about advice/inspiration columns for "life's ups and downs."

Sub Aims
To enable students to practice their reading for gist skills in the context of reading a short text advice/inspiration text.
To enable students to practise their fluency speaking skills by exchanging opinions with a partner about characteristics they admire/find annoying.

Materials
Forming Adjectives PowerPoint (https://docs.google.com/presentation/d/1b-4Gjy6lnl5mizw_glOUNPsEzfhPTNGpy2Hh_eBsOH4/edit#slide=id.g8be66024a8_0_369)
Language Focus 2: Forming Adjectives (Cunningham, Sarah and Peter Moor. New Cutting Edge: Upper Intermediate Students’ Book. London: Longman, 2005. pg. 22)

Please see the following page for the lesson procedure

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Name: Zoë Heyn-Jones • 03 Aug 2020 • CELTA TP2 Lexis 10 July 2020

Interaction
Stage Procedure Materials Time Comment
Pattern
Lead-in - T greets Ss and welcomes them to the class
To set lesson context and - T shows "Dear Abby" image and asks Ss if they know what it is
engage students - T introduces the idea of the advice column/website
- T shows the text from "inspirations.com" (pg. 22)
- T asks Ss if anyone knows what "life's ups and downs" means 2-3
- T asks Ss if they think advice columns/websites are useful
- T asks Ss to read the text quickly (1 minute) and guess the blanked word
- ICQs: How long do we have to read? [1min.] What are we guessing? [the blanked word]
- T nominates S to share the word they guessed

Clarification
To clarify the meaning,
form and pronunciation of
the target language
 - T: "you might have also noticed some words in the text in bold" Interaction 8 - 10
Stage Procedure Materials Time Comment
- T shows screen with words listed and asks "what kind of words are these?" Pattern
- T elicits/nominates the answer: ADJECTIVES
- T asks "what are adjectives?" and elicits/nominates the answer: adjectives are
DESCRIBING WORDS
- T introduces the topic: “Today we’ll be learning about and practicing forming
adjectivesâ€​
- T: "we form adjectives by adding a suffix to a verb or a noun"
-T: can anyone tell me what a SUFFIX is?" and elicits/nominates the answer: "a letter or
group of letters added at the end of a word to make a new word"
- T shows chart with adjectives, V/Ns, and suffixes/prefixes
- T: "now let's look closely at four examples from the text"
- T leads Ss through MFPA of VALUABLE (see TLAS_TP2 sheet)
- T describes -able suffix: this suffix often means 'can be' i.e. Washable = can be washed,
Understandable = can be understood, Readable = can be read
- T leads Ss through MFPA of PENNILESS (see TLAS_TP2 sheet)
- T describes -less suffix: this suffix often means 'without' i.e. sleeveless, hopeless,
groundless, restless
- T leads Ss through MFPA of DEPRESSED (see TLAS_TP2 sheet)
- T describes the -ed vs. -ing suffixes: Many adjectives to describe feelings have both an -
ing and an -ed form.
annoyed / annoying depressed / depressing excited / exciting
The -ed form describes how you feel.
I’m very tired this morning.
The -ing form describes what makes you feel that way.
Looking after babies is very tiring.
However, not all -ed / -ing adjectives have both forms:
Ben is a very talented musician.
Fortunately, her illness isn’t catching.
- T leads Ss through MFPA of UNHAPPY (see TLAS_TP2 sheet)
- T describes PREFIXES used to form OPPOSITES

Controlled Practice - T reintroduces inspirations.com

To concept check and - T assigns Ss to pairs and gives them 4 minutes to complete Practice 1 on page 22.
prepare students for more - T shares screen with exercise and also sends it via email as a PDF
8 - 10
meaningful practice - ICQs: are we doing this individually or in pairs? [in pairs] How many minutes do we
have? [4 min.]
- T calls Ss back to main session and checks answers in open class feedback [4 min.]

Semi-Controlled - T instructs Ss to return to the exercise with their partner. This time they will discuss
Practice whether they agree or disagree with each statement for 5 minutes.
To concept check further - ICQs: What will you discuss with your partner? [whether you agree or disagree] How
8 - 10
and prepare students for many minutes do you have? [5 minutes]
free practice - T sends pairs to breakout rooms to discuss and monitors
- Ss return to main session and discuss in OCF [5 minutes]
 Interaction
Stage Procedure Materials Time Comment
Pattern
Free Practice - T shares screen with students and asks them to work individually on exercise 2a) making
To provide students with a list of adjective that describe people's character - positive and negative - from the
free practice of the target previous exercise, and also add their own [3 minutes]
language - ICQs: Are you working in pairs? [No, individually] How many minutes do you have? [3
min.]
- T calls Ss back to main session
8 - 10
- T asks Ss to work in their pairs to complete exercise 2b), discussing which characteristics
they admire and which they find annoying [3 minutes]
- ICQs: Are you working in pairs? [Yes] How many minutes do you have? [3 min.]
- T calls Ss back to main session to discuss in OCF
- T performs delayed error correction [DEC]
- T thanks Ss for their time and hard work before saying goodbye

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