I am // you are // he is // she is // it is // Ms Jane is // we are // they are
Now … let’s speak !
We use the verb ‘to be’ + the adjective ‘happy‘
I am happy // you are happy //
he is happy // she is happy //
it is happy // Ms Jane is happy //
we are happy // they are happy
I am happy // you are happy //
he is happy // she is happy //
it is happy // Ms Jane is happy
we are happy // they are happy
Now … the adjective: hungry
I am hungry / you _____ hungry
he ____ hungry // she ____ hungry
it ____ hungry // Ms Jane ___ hungry
we ____ hungry // they ____ hungry
Now … let’s practise with a song.
Are you ready ?
“We are the robots.”
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He can speak Japanese however he can’t speak _____
A bird can ______ however a bird can’t _______
A fish can _______ however a fish can’t ______
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Then he chase the cat in the garden.The cat is scared.
Finally Mummy tellsMaxto be nice. Max hides and the cat looks and catches Max.
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Students able to form a short, four-word sentence using an article, a noun, a verb and an adjective.
Check and correct pronunciation.
Develop intonation.
Improve confidence in speaking.
Train students how to behave in a classroom, to bring pen and paper to class and to write down new words.
First a warm up
Board some letters (a, b, c, p, t, etc). Ask for animals beginning with the letters.
Write some adjectives (about 5 – 8 depending on class ability). Last night I chose:
angry / big / small / cute / dangerous / fast / slow
Students write down these words, then complete three sentences, and read to the class:
A dog is ______ .
An elephant is _____ .
A tiger is __________ .
Erase the adjectives from the board, leaving only the first letter.
Ask the weaker students to say the adjective, which they should have written down and repeated (several times).
Example: What adjective begins with ‘a’ ?
If the student is unable to answer, homework is to write the word five times and to use it in a short sentence:
A lion is angry
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This short blog introduces young learners to adjectives, and how they can start to build longer sentences.
First, let’s start an adjective word bank:
big // small
cute // dangerous
strong // clever
yummy // healthy
plus colours
Game 1:
Who can tell me a colour beginning with the letter y ?
Letter b ? Letter o ? g ? r ? p ? Letter w ?
Game 2:
Tell me an animal begins with the letter d Letter g Letter e Letter s Letter l Letter c Letter w Letter z
Game 3:
What is it ? Tell me about these animals. Use 2 adjectives.
EXAMPLE
It’s a cute white sheep
Now … your turn
Finally – tell me about the food
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Yes it, isn’t. i is hoping these answered you questions ,
When someone is learning a new language basic communication, making oneself understood, is the main factor.
However as one develops, the rules of grammar become increasingly important especially if students sit tests and are graded according to their command of the language.
Here, then, are some incorrect sentences that the students can correct. For online classes, students can type in their Chat Box, and that way, everyone is kept busy and productive.
Let’s start with a Level 1 Class
The students have just been introduced to basic sentences, so the aim is to get them using multiple words, not just shouting out single word answers.
Game 1
EXAMPLE: What is it ?
It is a yellow banana.
It’s a yellow banana.
First letter is BIG (a capital letter).
Use an adjective before the noun.
End with a full stop (.)
NOW … Your turn
Write the answers in your Chat Box
Number 1
Number 2
Number 3
Number 4
Game 2
EXAMPLE: Who’s this ?
this me grondfather … NO
This is my grandmother.
NOW … Your turn
Write the answers in your Chat Box
Number 1
this is my Brotherr
Number 2
this is m grandFATHr ?
Number 3
th is is me mother
Game 3
EXAMPLE: I like … I don’t like
I like chicken I no like fish … NO
I like chicken. I don’t like fish.
NOW … Your turn
i liek pizzza i do no like chicen
I like iceream i like cake no
I like breadd I like don’t ricee
Game 4
EXAMPLE: What can you see ?
I can see a dog. I can see a happy black dog.
I can see 2 dogs
NOW … Your turn
Bye bye, see you soon.
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Encourage students to use at least two adjectives before the noun. (Vietnamese is similar to French in that the adjective follows the noun, so students have to think counter intuitively).
Practice using determiners (it is, they, those)
Practice sentence building (I can swimhowever I can’t fly)
Practice intonation and stress – avoid robot speaking 🙂
Warm up
Use appropriate hand gestures to drill the four new adjectives:
fast / slow / noisy / quiet
Thay Paul is from London. London is very big. London has many cars. Look:
Also London had many big red buses. Also, I can see many taxis. Some are black, some are blue and some are grey.
London has many big red buses. The buses are slow and noisy
(use the gestures so the students shout out the adjectives. Repeat with these pictures):
The new blue car is ______________ and ____________
The small new white car is __________________ and _____________
The old grey, yellow and red car is __________ and ____________
One of the best things about staying with the same company and at the same campus, is the possibility of teaching the same lesson to different students, thereby cutting out a lot of planning time. Such is the case this Sunday, when I shall re-teach a lesson I previously planned in March.
However, this is will be my last class with this group; I have a new work schedule and my manager has kindly, not to say humanely, insisted that I have at least ONE day free. She also brings me tea when I am ill (a constant threat in Vietnam where the weather switches from unbearable hot to torrential tempests … and back again. Furthermore, the corridors can be over 30 degrees, while the classrooms are cold enough to store ice cream. I tell the powers that be to turn UP the room temperature (the students also sit there shivering or wearing jackets) to 28 … I tell them every lesson … every lesson … to quote Kurt Cobain, “Oh well, whatever, never mind.”
But now, without further ado, the lesson plan. Let’s kick off with:
What can you see ? This tests the ability to form a basic “I can see a …..” sentence.
Marc ChagallArcimbaldoVietnamese folk painting.
Next up, ‘When the band comes marching in ‘, a kinetic exercise and also a way to introduce new vocabulary; here it will be musical instruments:
We can use this for musical statues. The class size is very large, (20 students) the space limited, but the march tone will suit the limitations.
Moving on, back to seats, and I will teach them ‘I spy’
I look around the room and see something that they have learnt in a previous lesson (such as classroom accessories or animals), and say, “I spy, with my little eye … something beginning with …. ‘c’ “
The students then have to think of all the vocabulary they know (at this stage, somewhat limited), so the words will be ‘chair’, ‘table’, ‘pen’, ‘book’, ‘bag’, ‘teacher’, ‘student,’ and then pictures of animals that have been previously taped around the room.
Leading on from that, and time for more movement (or madness depending on your point of view), a flash card hunt. I will have various pictures of creatures taped to the wall, behind desks, under chairs … then ask, “What has eight legs … ?” then, “Six legs, four legs and a shell, four green legs and jumps ?” In twos, the students have to find said card.
Then it’s Grammar time. I drill and conjugate the verb ‘to have’
First I practice with my TA, then select some of the top students to model. They will be given a flash card and say, for example:
I have a cat
You have a dog
He has a frog
She has a spider
They have a monkey
We have a card.
By giving cards to groups of six, all the students can participate at once.
Some students can come to the front and hold their cards. I will ask, “What does he have ?” and expect the answer in a sentence, “He has a ….” and not just shouting out the single-word noun.
Moving on up, it’s time for the a /an distinction. I’ll simply board the vowels and elicit words that begin with each one. Then I’ll show the grammar, ‘It is a cat, it is an elephant.’ I’ll board ten or so words and the class must shout out whether the article is ‘a’ or ‘an’ AND say the answer as a full sentence.
Next up, a quick writing game. In small groups, the students have to write words that they have recently learnt. These will be:
bike / kite / rope / ant / bear / frog / spider / turtle
Finally, a chance to boost their use of adjectives. I’ll ask for them to describe animals, miming to help them, until we have basic words such as ‘big’, ‘small’, ‘fast’, ‘slow’ and then introduce some more: ‘tiny’, ‘scary’ and ‘massive’. They have to write down the new words in their notebooks.
I will then ask them to describe an ant, an elephant, a spider, a cheetah
Furthermore, I want them to start using the common adverb ‘very’ – a spider is very small and very scary !
We then have our school’s spelling contest, student book work, workbooks and worksheets for the quick-finishers.
And then … lesson over and I say goodbye to this class. They can be VERY noisy … but also a lot of fun.
Thay Paul's Notes 