Nick Rees Nick Rees

F2F Unit 2
Elementary level


This lesson introduces and extends Ss' knowledge of basic adjectives, their opposites and how to use them in sentences.


Main Aims

  • Main aim is to introduce and/or reinforce Ss' knowledge of basic adjectives and their opposites. We then use this vocabulary list to teach where adjectives belong in a sentence and how adjectives can be used to create a broad category (in this case, something important).

Subsidiary Aims

  • Listening for gist and detail in terms of what is important in someone's life.


Warmer (5-10 minutes) • Introduce vocabulary as the target of the lesson and provide a game with which to ease students into the class.

Bring up the small circle on the PPT, which will be used as the basis for flower hangman. Then ask for the opposite of beautiful. If the students don't know what "opposite" means, draw a negation symbol, gesture "no" with my hands, and play another game of hangman for the word "ugly."

Vocabulary 1 (10-15 minutes)

Have a student read out the randomized vocabulary list and put it up on the WB. Check which words students know, drill pronunciation. "What does 'new' mean?" -"Yeni" "No, no translation. Something 'new.' When did you get it?" -"You got it now" Difficult pronunciations: "expensive," "beautiful," "difficult," "slow," "wrong," "important," "favourite" Give out handouts, have students use the word bank to match adjectives to their pictures. This is done alone. Check in pairs. WCFB with PPT.

Vocabulary 2 (5-10 minutes) • Create a formula for adjectives

Check for understanding of "before," "after," and "plural." Is 8:00am before 10:00am? (before/after check) I have one cat, but I have two dog... (plural check) Is the verb in English before or after the subject? (In statements) (before/after check, use dog sentence) Give handouts Instruct to do the first section in pairs. ICQ: which section? // alone? WCFB

Controlled Practice 1 (5-10 minutes)

Go through practice sentences, have students reorder the sentences. WCFB.

Listening for gist (5-10 minutes)

Show the picture of Sally and Bill and have students name things in the picture. Play Listening Exercise (stop at Sally) Have students find four things that are important to Sally. Repeat for Bill.

Detail Listening (5-10 minutes)

Have students read over lesson 4b. Students re-listen to the exercise, then complete it alone. ICQ: With whom? Alone. Pair check. Then pair check again after putting up the text on the board. Then WCFB.

Post-listening task (5-10 minutes)

Students think of four things that are important to them, and then create sentences with the adjectives from exercise 1. ICQ: Working with whom? Alone. How many sentences? Four. How many important things? Four. Share with partner.

Web site designed by: Nikue