Lost and Found Introduction (a few minutes)1. Come into the classroom looking like you've lost something. Start searching under your students' desks, look on the floor, in closets...etc. The goal is to elicit the word/idea of losing something and trying to find it.Lead in (!1" minutes)#ave these $uestions u% on the &oard, demo them out and then %ut students in grou%s/%airs .1. 'hat was the last thing you lost(). 'here did you lose it(*. #ave you ever lost anything that was really im%ortant(+. 'hat are * things you can do to find lost things(,. -escri&e a thing that you lost with * ad.ectives(this is where you really need to do a good demo and seed your answer with some of the target grammatical language.)Target Language-ecide which ad.ectives you want to activate. /ou can really %ick any that go well with your to%ic. 0n this case 0'm going to use !1%inion, Si2e, Color and 3aterial.To introduce the grammar, try using an inductive approach, &y writing an incorrect sentence on the &oarda. The leather, %retty, green, large, &ag is mine4sk the students if they think this is correct. 0f they say it isn't, ask them why. from here try and elicit the correct order and have them correct it. (which should &e The %retty, large, green, leather &ag is mine.) That's all you need. /ou dont' need a *" minute e5%lanation. 6ee% it &asic and sim%le and don't talk too much. 7et the students do most of the work and .ust follow u% with a few CC8's every now and then.Study 1Stri%s! Students work in %airs and are given a &unch of ad.ectives that they have to form correct orders with. 0f you have the time and materials instead of have the ad.ective word onthe stri% have a %icture so the student will have to work a &it harder to think of the word in english. 9or e5am%le, you'd have a %icture of leather or wood instead of having the word 'wood' written out.Study 2/ou %ull out your %hone and have students, as a full class. descri&e it as a class with the correct ad.ective order. -o the same with a %en, glasses (if you wear them), your .acket andyour &ag.Tell students to %roduce each of these things (a %urse/&ag/&riefcase. a .acket, a %hone, a %en, glasses) and descri&e them to their %artners. 3ake sure to go around the room monitoring for errors.Tip: 3ake this a com%etition. 'hichever grou% can get through theirs the fastest wins.Activation-e%ending on class si2e designate 1!* %eo%le to &e 7ost and 9ound hel% and the rest of thestudents are %eo%le who have lost something. Then take all of the &elongings (%ro&a&ly not the glasses though :)) and randomly hand them out to the 7ost and 9ound students. 9or the activation, students have to ask the different 7ost and 9ound %eo%le for their lost things using the correct ad.ective order. 0f the 7ost and 9ound %eo%le do not have the missing item, they have to res%ond with what they do have ('0'm sorry, the only &ag 0 have is a ;eautiful, small, green,cotton &ag). Then, the student has to go to the ne5t &ooth and ask again to another student. 1nce %eo%le get the hang of it and the s%eed, fluency, accuracy issounding good, have them switch roles.3ake this fun. Set the class u% where the 7ost and9ound students have &ooths or even name tags...etc. The more you can do to make it look real, the more engaging the activity will &e and the more your students will %artici%ate. Tip: 'ork 1n et feed&ack from the students, &oard any mistakes that you wrote down, end the lesson with a funny .oke or something. Alternatives ! /ou can really switch u% whatever is lost to make it harder or easier de%ending on your students. /ou can also really train the linguistic function of asking for hel% and customer service. 9or e5am%le with advanced students you might say that the %eo%le who are working for the 7ost and 9ound are total .erks and will only res%ond to costumers if they are su%er su%er su%er %olite...etc. There's a lot of different o%tions you can do with this.?osted &y Chris 'estergaard at ):1) ?3