Toby Witham Toby Witham

Adjective Order in the context of clothing & style. M: Grammar, S: Vocabulary
Intermediate, B1 level


In this lesson students will focus on the order of adjectives in the context of clothing. They will participate in ordering adjectives in individual and group work and will end the lesson with a productive task. Vocabulary is the sub-aim and the lesson will introduce and review (depending on the individual student) related vocabulary.


Abc Task 1 Gap-Fill
Abc Task 2 - Table-Fill

Main Aims

  • To provide clarification and practice of adjective order in the context of clothes and style

Subsidiary Aims

  • To provide practice of the lexical set of clothes in the context of clothing items and related adjectives


Warmer/Lead-in (0-2 minutes) • To set lesson context and engage students

The context of clothes / fashion has been set by Sendhie, this stage should take less than two minutes. Greet students in a friendly way, "Good morning, how are you?"

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

Task 1) Ask students to work in pairs Hold hand-out and ask students to 'fill in the gaps' using the pictures below. Point to the task 1 on the HO and say "Task 1, work in pairs, 2 minutes, a, b, c, etc..." Illuminate projector with slide of Task 1 (The HO doesn't have colour and some adjectives are colour specific) Repeat instruction while giving the HOs Students will begin Task 1 After 3 minutes (or if some finish early) Answer checking, what's a) b) c)... on the WB with vocabulary check: Use the pictures and answers in combination (on projector) - a) Are they leather? What are they made out of? Are the jeans smart? - continue for all that prove difficult. This lesson is focused on grammar and vocabulary. I will not drill pronunciation as that is not the aim here.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Write "I bought this ____________________________________________________ shirt." on the WB Elicit an adjectives from the students and write it in the middle between the two words. Now elicit another adjective from the students and ask them to decide where to put it, before or after the first word and why. Elicit a third adjective and again ask where to put it and why. Why? focus on adjectives from different groups ie opinion, size / shape, age, pattern / colour, origin, material / style. Ask eliciting questions, "Is it new?" "Is it Turkish?" " Is it yellow?" "Is it small?" if the students are stuck. Elicit the reason why students have chosen to put them in that order, try to elicit the group names: (Opinion, size / shape, age, pattern / colour, origin, material / style) and write them on the WB above the gap. Change Shirts and replay the activity. Ask, "Is the shirt just pink?" - elicit answer from the students. "pink and white" "What if you want to use a forth adjective? Where is this shirt from?" : "a lovely old pink and white shirt from England."

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

Task 2) Hold up Task 2. "Now we will do task 2" "Using task 1 (hold up task 1), look at the letters in the table on task 2. a) d) f) h) k)" Write the adjectives in the write boxes for opinion, size, age, pattern, origin, material. Work alone / individually you have three minutes. After the three minutes is up... Check answers with a partner. After 3 minutes... Error correction on white board - students will be asked for there answers to a) d) f) h) k) and be asked which categories the words go in (Opinion, Size / shape, Age, Pattern / Colour, Origin, Material / style.

Free practice (13-15 minutes) • To provide students with free practice of the target language

This is a game for the end of the lesson, students will work in groups around their tables. They will be told they get points for each adjective they use in the correct order but if they get them in the wrong order, no points. They will be told to write down their answers on paper. Their score record will be kept on the WB. The teacher will give them an envelope with a collection of 24 adjectives, they must complete the teachers sentences, written on the WB with their own choice of adjectives. Sentences will be: I found this _______________________________________________________ jacket. He bought this ____________________________________________________ suit It's a _____________________________________________________________shirt She has a ________________________________________________________ top I want a _________________________________________________________ jumper Left-over time: If there is any left-over time after this task, depending on how much, and the in-class effectiveness, with this task can continue for a few more rounds or a personalised writing task can begin: I love my _________________________________________________________, it's the best thing in my wardrobe.

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