LESSON 1:Age group: children 6th grade (pre-intermediate level)Communicative goal: adjectives and their opposites.Grammar focus: verb to be: is and are + the adjective and the opposite.Language focus: adjectives.Recycled language: animals in general.ACTIVATION (5 minutes)The teacher begins the class activating previous knowledge on animals. She shows them different pictures of differentwild animals and pets so as to elicit their names from the students’ part. The technique which is used is brainstorming.COMPREHENSION (10 minutes)After having activated vocabulary on animals, the theacher presents adjectives which can be used with animals asregards their appearances and abilities. The teacher will show the same animals’ flashcards that she used in theactivation. She will stick the pictures on the blackboard and describe each of them by mentioning one adjective, andimmediately after that, she will mention the opposite of each adjective. After the explanation, she will point to eachanimal and try to elicit the apropriate adjective and its opposite from the students’ part.ACTIVITIES: The students will correct the activities orally with the teacher.ACTIVITY 1 (10 minutes)Focus: reading and writing.Group Scheme: in pairs.Instructions: students will put into practise what they have just learned with the J cross activity. Clues will be given tothem for each adjective.
ACTIVITY 2 (10 minutes)Focus: reading and writingGroup Scheme: indivuallyInstructions: after the J cross, students will continue with the J match activity. They will have to match each adjective onthe left with the corresponding opposite on the right.
LESSON 2Age group: children 6th grade (pre-intermediate level)Communicative goal: comparing animals.Grammar focus: comparatives (-er and more).Language focus: adjectives and their opposites.Recycled language: animals and adjectives.ACTIVATION (5 minutes)The teacher will begin the class by activating the vocabulary on animals and adjectives from the previous lesson througha game. She will bring a big box with toy animals and students will get into groups of 4. Each member of the group willgo to the front and take an animal out of the box, the students will show it to his group and they will have to mention anadjective which best represents the animal and its opposite. If the team answers correctly, they get a point.COMPREHENSION (15 minutes)After the activation of animals and opposites, the students are now ready to learn the comparative sentences. Theteacher will stick pictures of the animals they have seen on the blackboard. She will put some of them into pairs, forexample, she will start comparing the mouse and the snake. The teacher will point to the mouse’s picture and say thatthe mouse is shorter than the snake. Then, she will do the same but viceversa: the sanke is longer than the mouse. Shewill copy both comparisons on the blackboard and she explains to them than whenever we are comparing twoadjectives, we need to add the suffix –er to the adjectives and adverbs, and the word than. After that, she will continueexplaining but with another example: the shark is more dangerous than the dolphin. In this sentence, we have to addmore before the adjective before for longer words. After the explanation, the teacher will show them other pairs andshe will try to elicit the answer from the students’ part.ACTIVITY 1 (7 minutes)Focus: reading and writingGroup Scheme: indivuallyInstructions: after the explanation, they will activate their previous knowledge on opposites with the J quiz activity. Oncethey have the adjectives and their opposites clear, they will pass on to the next activity.
ACTIVITY 2 (13 minutes)Focus: reading and writingGroup Scheme: indivuallyInstructions: after having practised the opposites, the students will pracrise the new structure of comparative sentenceswith the Jcloze activity. Once they have finished, the will correct them with the teacher.
LESSON 3Age group: children 6th grade (pre-intermediate level)Communicative goal: integrating animlas, opposite adjectives and comparisons.Grammar focus: comparative sentences.Language focus: adjectives and with –er and more.Recycled language: animals and adjectives (opposites).ACTIVATION (5 minutes)The teacher shows them pictures of pairs of different animals so as to elicit the adjectives and their opposites from thestudents’ part.COMPREHENSION (10 minutes)In this stage, the students will integrate everything they have learned in the previous lessons. This time, she will bringnew pictures of other animals and explain new comparisons. The teacher will elicit some answers from the students.ACTIVITIY (20 minutes)Focus: reading and writingGroup Scheme: first, indivually and then, in groups.Instructions: the students will practise comparative sentences with the J mix activity. They have to put the words intothe correct order so as to make up the correct sentence. If they fail, they can try again. After having finished the activity,the students will get into groups of three or four and compare their answers.
REFLECTION (5 minutes)To round up this theme, every group of four will be given pairs of animals and they will have to compare them byintegrating everything they have learned.