Demonstrative Adjectives

Demonstrative adjectives

Main aim:

students will learn how to introduce an object using demonstrative adjectives.

Subsidiary aim:

students will learn the positive, negative and interrogative form of demonstrative adjectives in its singular and plural forms

Undefined articles a/an

classroom´s vocabulary.

Target vocabulary:

classroom vocabulary sheet from www.mes-english.com

E.g. Book(s), pencil(s), pen(s), ruler(s), eraser(s), etc.

Target language: this, that, these and those ( is/are)

Materials needed:

Teacher:

Basics, additional vocabulary sheets, poster with target vocabulary , realia, flashcards, computer and projector (if available)

Students:

Basics and vocabulary sheets or vocabulary booklets.

Anticipated problems: students may not bring the vocabulary sheets needed for the class.

The target vocabulary may be too undemanding for some students.

Anticipated solutions: bring in extra sheets or ask students to share.

Challenge students to tell the difference between a book bag and a back pack or to define the denotation of words like protractor, whiteout and a hole punch.

Objects around the classroom

1.1 Teacher begins the class by greeting students, (wait for students to answer)

1.2 introduces and writes the topic on the board “ADJECTIVES AND CLASSROOM OBJECTS”

( point to the walls and then twice to the floor in the classroom to make sure students understand the word classroom) , place your hand under the word adjectives and ask students for the definition of an adjective (allow at least 2 answers before you define the word adjective as a DESCRIPTION) if students refer you to the different kinds of adjectives then specify to them that you will be teaching demonstrative adjectives only, at this point.

You may use Spanish at this point IF NEEDED ONLY.

Adjective= the part of speech that modifies a noun or other substantive by limiting, qualifying, or specifying. (The American Heritage Dictionary fourth edition)

Adjetivo= voz que modifica a un sustantivo (diccionario escolar básico actual de Hidalgo)

1.3 Ask students to take out and open their vocabulary booklets in page 5. Say and mime “open your books, page 5” place your poster in a viewable position or turn on the projector to begin the introduction of the target vocabulary.

1.4 ask students to tell you the name of the objects on the poster or projection, make an inquiring face and say “what is it?”

If students mispronounce a word do not go unto the next word. Give them a short time to autocorrect themselves. If students don’t autocorrect themselves properly then give them a smile and have them repeat after you the right pronunciation. Say “good, excellent, good job, well done, etc.” or make a face of approval after every successful answer.

articles “A”and “An”

2.1 ask the students to look carefully at the given vocabulary and say “look” as you point to the articles a/an.

2.2 ask and mime “what is this?” (allow answers) write their answers on the board or underline if possible.

2.3 pointing at one of the images say again “what is this?” you will expect a correct answer. This is the precise moment when you use “this is a/an _____________”

2.4 do other examples using only singular items ( make sure you use both a/an articles). Emphasize the difference between one and the other. Allow time to make clear the use of these articles.

Note: In the set of flashcards you will find “scissors” you also will have to explain that scissors an object build out of two parts and therefore is plural so it requires neither an “A” nor

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