Lesson Plan | Active Learning | Adjectives: Introduction

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage is crucial for establishing the learning goals of the lesson. By clearly defining what students should be able to do by the end of the session, this section guides subsequent activities and ensures that the focus remains on expected outcomes. Moreover, it allows both the teacher and the students to have a shared understanding of expectations in the learning process, facilitating progress assessment during the lesson.

Main Objectives:

1. Enable students to recognize and use the adjectives 'short', 'tall', 'slow', and 'fast' in various contexts.

2. Develop the ability to associate each adjective with its respective characteristics and comparisons in the real world.

Side Objectives:

1. Encourage active participation and discussion among students to solidify their understanding of the addressed adjectives.

Introduction

Duration: (15 - 20 minutes)

The introduction aims to engage students and review content studied at home through problem situations that make them think critically and apply prior knowledge practically. The contextualization seeks to establish the relevance of studying adjectives, connecting the content with real and everyday situations, increasing students' interest and understanding about the importance and usage of these words in the English language.

Problem-Based Situations

1. Imagine you are in a bicycle race with your friends. Describe each friend using 'fast' or 'slow' to talk about their speed.

2. Think of a cartoon you like. How would you describe the characters using 'short' and 'tall' to talk about their heights?

Contextualization

Adjectives are words we use to describe or modify nouns, making our speech richer and more detailed. For example, when we say 'The fast car,' we are describing the car as being speedy. These words are essential for daily communication and are frequently used in everyday situations, such as conversations about people, things, or even in TV shows and movies. Knowing how to use adjectives correctly helps express our ideas more clearly and effectively.

Development

Duration: (65 - 75 minutes)

The Development stage is designed to place students in practical and playful situations that encourage them to apply and deepen their prior knowledge of adjectives. The activities are structured to be interactive and engaging, promoting collaboration among students and stimulating creativity. Each proposed activity aims to solidify the understanding of the adjectives 'short', 'tall', 'slow', and 'fast' in varied contexts, ensuring that students can use these words effectively and in context.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Adjectives in Action: The Great Challenge

> Duration: (60 - 70 minutes)

- Objective: Practice using the adjectives 'short', 'tall', 'slow', and 'fast' in varied and fun contexts, reinforcing students' prior learning.

- Description: In this activity, students will participate in an interactive board game where they must use the adjectives 'short', 'tall', 'slow', and 'fast' to describe characters and objects in different scenarios. The board will be displayed on a digital whiteboard, and each group of students (up to 5 members) will roll a die to advance in the game, answering questions and completing challenges related to the adjectives.

- Instructions:

• Divide the class into groups of up to 5 students.

• Explain the rules of the game, including how to use the adjectives in sentences to describe what appears on the board.

• Ask each group to roll the die to decide how many spaces to move.

• Each space will have a challenge or question that must be answered using one of the main adjectives of the lesson.

• The teacher or a student monitor should keep track of each group's points as they advance and correctly complete the challenges.

Activity 2 - Adjective Parade

> Duration: (60 - 70 minutes)

- Objective: Associate adjectives with visual and practical characteristics, developing students' creativity and oral expression.

- Description: Students will create a fashion show where each group must dress mannequins (or volunteers) according to the description of an adjective. For example, for 'tall', they will use clothes or accessories that give the idea of height. After preparation, each group will present their mannequin, justifying their clothing choices with the adjective used.

- Instructions:

• Organize the classroom into workstations for each group.

• Distribute cards with different adjectives to each group.

• Provide materials like fabrics, ribbons, and accessories for dressing the mannequins.

• Groups will have a limited time to prepare their mannequin according to the received adjective.

• Each group will present their work, explaining why they chose those clothes or accessories for the given adjective.

Activity 3 - Cineadjectives: The Story of Adjectives

> Duration: (60 - 70 minutes)

- Objective: Develop skills in using technology, storytelling, and creativity while reinforcing the learning of adjectives in a story context.

- Description: Using tablets or computers, students will create short videos or slide presentations that tell a story where the characters are described and categorized with the studied adjectives. Each group will choose a simple story or plot to develop the project and will present the result to the class.

- Instructions:

• Form groups and distribute the tablets or computers.

• Explain how to use video or slide creation apps.

• Guide students in choosing or creating a story that involves the main adjectives of the lesson.

• Groups must produce the video or presentation, ensuring that each character is correctly described with an adjective.

• Each group will present their video or slides to the class, explaining their choice of adjectives and how they apply to the characters.

Feedback

Duration: (15 - 20 minutes)

This stage of the lesson plan aims to consolidate students' learning by allowing them to share and reflect on their experiences during the activities. The group discussion helps reinforce the acquired knowledge, promotes the exchange of ideas, and clarifies any remaining doubts. Moreover, by answering the key questions, students practice oral expression and critical thinking, which are essential skills in learning a new language.

Group Discussion

To conclude the lesson, organize a group discussion with all students. Start the discussion with a brief introduction, reinforcing the importance of the adjectives 'short', 'tall', 'slow', and 'fast' in everyday life and in different contexts. Ask each group to share the most interesting discoveries or challenges they faced during the activities. This is an opportunity for students to reflect on how adjectives are used and to identify any areas that still cause doubts.

Key Questions

1. Which adjectives were the easiest to use and why?

2. Was there any situation during the activities where it was difficult to choose the appropriate adjective? How did you resolve it?

3. How can you apply the use of the adjectives 'short', 'tall', 'slow', and 'fast' in real situations outside of the classroom?

Conclusion

Duration: (5 - 10 minutes)

The Conclusion is essential to solidify learning by recapping the key points discussed during the lesson and emphasizing the practical importance of adjectives. By summarizing the content, relating theory to practical activities, and highlighting the applicability of adjectives, this stage assists students in integrating and retaining the acquired knowledge, preparing them to use adjectives effectively in their daily interactions.

Summary

In today's lesson, students explored the adjectives 'short', 'tall', 'slow', and 'fast' through interactive and playful activities. They reviewed how these adjectives are used to describe physical characteristics and speeds in different contexts. Practical activities such as the board game, fashion show, and video production allowed the real application of the adjectives, reinforcing the learning.

Theory Connection

Today's lesson connected theory with practice by allowing students to apply adjectives in real and simulated contexts. The problem situations and games not only reinforced theoretical knowledge but also demonstrated the relevance of adjectives in everyday English use, preparing students to employ these words effectively in real communication situations.

Closing

Understanding and using adjectives correctly is crucial, as they enrich communication and help describe the world around us more accurately and interestingly. Students are now better prepared to apply these concepts in practical everyday situations, whether in informal conversations, at school, or in leisure activities that involve the use of the English language.