Possessive adjectives.

Date: Thursday, September 1^st, 2016

Topic: possessive adjectives.

Framework: PPP

Skill: grammar.

Teachers’ name:  Paolo Mazariego

Gabriela Callejas.

T Gaby started the class giving a name tag to each student. Then, teacher Paolo greeted them and asked them to stand up to started the warm-up activity.

In the warm up activity, T Paolo planned to sing a chant with the students to review the family members’ vocabulary they learned in the previous class. To have a more interactive activity, he pasted a poster with the lyrics in the board, so Ss could follow the lyrics and sing it with the teacher. It encouraged students to participate in the activity.

To present the grammar structure “possessive adjectives” T Paolo showed some labels with different possessives (my, your, his, her). He also showed the object pronouns that correspond to each possessive, so Ss could compare and understand better the differences between them. T asked students to repeat the new words as necessary as possible to get the pronunciation of them. Moreover, T Paolo asked some ss to go to the board and match the labels of possessives with the correct sentences that T Gabriela wrote in the board.

You can see a short part of the presentation here:

It was time to practice and T Paolo provided Ss a worksheet where they had to fill in the blanks using possessive adjectives. There were some sentences with a pronoun in parenthesis, so students could relate the pronouns with the correct possessive they had to write in the blank space. Also, there were some pictures to facilitate the exercises with visual aids to learners.

In the production stage, T Gabriela gave each student a piece of paper either blue, yellow or green and the students who had the same color had to sit and work together. She gave each group one flashcard and they had to ask each other the question “who is that/this?” Students made some mistakes because they were not sure about what possessive adjective say and if it was correct. After each member of the group participated T Gaby changed the flashcards of the groups, and Ss had to do the same using the new picture. 

Furthermore, T asked two pairs to pass in front and have a short conversation like they did previously. T helped and correct ss when they made mistakes.

Finally, T Gaby used the flashcard to check Ss new knowledge. She showed the pictures and Ss said the correct adjective if they mispronounce or say the incorrect one T correct them.

When the class was over both teachers gave a snack to Ss and say good-bye. 

Lets’ see their lesson plan here: