G adjectives V adjectives: big. cheap, et. modifier: very vowel sounds: i, /u//au, (00, AU OU EL Lesson plan In this leon SS learn or review common adjectives and the two basic rules governing the position of adjectives. The ‘context fsa quiz about the US that inchides common adjective/noun piarases such as The White House and New York which should be familiar to SS in English on thie ‘own language. These provide clear and memorable examples of adjective/noun word order In the second half ofthe lesson $5 practice writing simple descriptions through the contest ofa "Guess the Mystery Person” activity. Optional lead-in (b00ks closed) ‘© Write the US on the board and ask SS to tell you things that they think are typically American (eg. Hollywood ‘movies, hamburgers et.) ‘© Write their suggestions on the board, 1 VOCABULARY adjectives {4 © Books open, Put SS in pars. Focus on the quiz and on ‘the adjectives and nouns. Focus on the example and rake sure SS know what they have to do. Seta time limit, eg. two or three minutes, for SS 10 do the qui. ‘Check answers, b ¢ ‘Tell SS to.go to Vocabulary Bank Common adjectives Part 1 on page 146. SS do the exercises in pairs. Check answers then model and drill pronunciation. ‘¢ Tell $S to go back tothe main lesson on page 28. 2 PRONUNCIATION vowel sounds ‘a © Focus on the five sound pictures and elicit the Pronunciation ofthe words, eg, tree. Give SS two ‘minutes to pat the words inthe box in the right ‘columns and then check their answers in pairs bar ‘© Play the recording for SS to check their answers. Then play the recording again, pausing after exch group for Sto repeat. ar tee cheap, easy clean boot blue, new, beautiful bike white drys high phone slow ol. low 288 __expensive, wet empty € © Tell SS to go the Sound Bank on page 157. Go through the typical and less common spellings foreach of the five sounds, ‘# Te5S to go buck tothe main lesson on page 29, i Tack 59 3 GRAMMAR acjectives {8 @ Focus on the answers to the US quiz and ask SS first to tell you what the adjectives are (e.g. White, New, American, fast, etc.). Now ask where the adjective is, boeforeor afer the noun. Demonstrate before after on the board necessary Elicit the answer before. ‘© Now focus on the answers to questions 3, 6. and 8 only Ask ifthe adjective changes when the noun is plural. li thatthe adjective does change. ‘¢ Now focus on the two rules in aand have SS circle the correct answers. Check answers 1b @ Tell SS 10 go 10 Grammar Bank 3A on page 126. ‘© Go through the rules and example sentences. Grammar notes ‘¢ The grammar of adjectives in English is very simple. ‘There i only one posible form, which never changes. When an adjective is together witha noun there is only one posible postion: bforethe noun. ‘© Focus on the exercises for 3A on page 127. $$ do the exercises in pairs or individually and check in pairs. Check answers and model and drill pronunciation‘© TeISS to go ack to the main lesson on page 29. {© © Put S in pairs, Focus on the picture and the example, and explain the activity. Make it clear that itis a race and set the time limit of three minutes (ater you can extend it ifyou think your class needs more time). ‘© When the time limits up find out if any pairs have made eight correct phrases. Elicit SS" answers and write them on the board. Extra idea ‘Get $5 to make adjective + noun phrases about things in the classroom, eg a dirty board, big windows, a brown bag ete. 4 LISTENING ‘» Focuson the REMEMBER instruction and then on the example sentence 1 an easy exerci. Fits say the sentence slowiy, separating the words, and then say it fax unning the words together (or play the fist, sentence on the revording) «© Point out tha the words you can hear most clay are the two stressed words (easy and exercise. The ‘unstressed words (1% and an) ae sid very quickly and almost disappear @ Tell SS they are going to hear and try to write down six sentences where people are speaking fast and not separating all the words. ‘© Now play sentences 1~6, pausing to let $8 write what they hear, Play the recording again for them to check. their answers. Then have them compare ansiversin pairs Play the recording again if necessary. Extra support Read the sentences aloud slowly to give SS one more chance to check their answers. e op cr ack 60 (audioscriptin Student Book on page 115) 1 isan easy exercise, 2 live ina old house. 3 She's an American actress. 4 She hasan expensive apartment. 5 Itsanice evening. 6 Thaveablock and white cat. 5 VOCABULARY & SPEAKING 18 © Focus om the two pictures (which show the features of {wea famous people) and the accompanying texts. Give S$ two minutes, sn pairs, to guess the identity ofthe two people. Ifnecessary, elici/teach the meaning of ‘adopted (adopt = take a child into your family nd become the legal parents). A.TAISS not to shout out the answers! ‘Elicit SS’ guesses and then give the right answers, b © Tall SS to go to Vocabulary Bank Common adjectives Part 2.0n page 46. Here $S learn adiectives to describe a person. 1 8 do the exercises in pairs. Check answers and then ‘model and drill pronunciation. ETE os nt mor pce of trv on RiROM and on the American English File Website 4TH Sto go back to the main son on page 29 € © Nowhave SS think oftheir own mstery person ard ‘ite five cues ona piece of paper, They could alco ‘draw a quick sketch. Then they give the piece of paper toapariner, who tries io guess the deniiy ofthe famous person. A ¢ Here SS learn some more common adjectives to describe simple tates and flings A Inyour $8" language some of these concepts may also ie xpresed ung the ver have a noun, «© Give $5 in pura time iit to match the faces othe words eas ‘© Play the recording for $S to listen and check their =e» 1 Tracker 1 Tmbappy: a2i'msad. 3 Timangry. 4 Timed, 3 mined. 6 Imbot. 7 Tm thirty. 8 Tmbungry,e ‘© Phy the recording again pausing afer each adje for SS to repeat. Model and drill any phrases which are difficult for your SS, eg., thirsty. Make sure SS can hear and pronounce the difference between angry ‘eengri/ and hungry /hangril {© Demonstrate the activity by telling SS about yourself and making sentences using the phrases in d. Remind SSoofthe modifier very ‘© Inpairs, SS cover the words and make true sentences, about themselves, Get some quick responses by asking the class about a few of the adjectives, e., Who's thirsty, and gettinga show of hands. 6 SONG Oh Pretty Woman op ‘¢ Here SS listen toa popular 1950s song by Roy Orbison that inspired the ttl ofthe movie Pretty Woman, referred to in the US quiz in 1a. Ifyou want to do this song with your SS there is a photocopiable activity on age 224, an (C01 Tack62 Pretty woman, walking down the street Pretty woman, the kind I like to meet Pretty woman. I don’ believe you, you're not the truth [No one could lock as good ss you Mercy Pretty woman, won't you pardon me Pretty woman, I couldn't help but see Pretty woman ‘That you look lovely as can be Are you lonely just like me Wow Pretty woman, stop ¢ while Pretty woman, talk a while Pretty woman, give your smile to me Pretty woman, yeah yeah yeah Pretty woman, look my way Pretty woman, say you'llstay with me “Cause I need you, I'l treat you right ‘Come with me babys be mine tonight Pretty woman, don't walk on by Pretty woman, don't make me ery Pretty woman, don’t walk away, hey If that’s the way it must be, okey 1 guess I'll goon home, it’ late ‘There'll be tomorrow night, but wait What do I see? Is she walking back to me? Yeah she waking ack tome Ob, oh, Pretty woman Extra Grammar adjectives page 148, ‘Communicative ‘The same or different? page 193 (instructions page 177). song (Oh Pety Woman page 224 instructions page 220, HOMEWORK Workbook pages 22-23.