Aysu Cogur Aysu Cogur

Style; clothes and physical description
Intermediate level


In this lesson students learn about adjective order through guided discovery based on a listening track about style. The lesson starts with a listening task about different styles. Students are then to place adjectives in the right columns and then learn pronunciation. Finally, there is time for free oral practice using the TL. By the end of the lesson, learners will have a better understanding of adjective order and will have had practice using that language.


Abc Form of Adj. order
Abc Adj. order puzzle
Abc Table fill
Abc Answer Keys
Abc Vocabulary, Listening & Grammar

Main Aims

  • To provide clarification of adjective order in the context of Style.

Subsidiary Aims

  • To provide specific information listening practice using a text about four people talking about their clothes.


Stage 1 (Lead in) (3 minutes) • To generate interest in the topic of Style.

- A quote about style and trend is projected on the OHP. - Elicit from Ss what they think it means.

Stage 2 (Building Context & Exposure) (8-10 minutes) • To narrow the context to a more specific area through introducing Vocabulary.

EX. 1 VOCABULARY 1. Project Ex. 1, pg. 105 on WB -Ask Ss to look at pictures and complete descriptions - fill in the gaps A-L with the clothing items. -Working in pairs. -Show example a) and explain further if Ss don't understand. -They will have 3-4 minutes CCQ's: -Are you going to fill in the gaps? (yes) -Which items will you use to fill in the gaps? (clothing) -How long will you have? (3-4minutes) 2. Elicit answers from Ss, GET THEM TO COME UP & WRITE ANSWERS on WB. Even if all haven't finished task. 3. Give out ANSWER KEY.

Stage 3 (Highlighting target language) (8-10 minutes) • To highlight the target language through listening (plain green cotton hoody)

LISTENING (EX.2) 1. Tell Ss they will listen to 4 people talking about clothes and they should listen and identify each person's favourite items from the list in EXERCISE 1. *Give a random example, eg: AL: C) *Listen carefully for the clothing items 2. CCQ's: *How many people are there? (4) *So how many clothing items will you listen out for? (4) 3. Play recording max 3 times * Ss check each others answers PW *Then elicit and write 4 items on board *give out ANSWER KEY. 4. Ask Ss to discuss with partner which of the ITEMS OF CLOTHING IN EXERCISE 1 do you LIKE or DISLIKE. - If 10 minutes hasn't passed, ask partners to share with WC their peers clothing they like or dislike.

Stage 4 (Clarifying target language) (10-15 minutes) • To clarify the meaning, pronunciation and form so that students can comprehend, pronounce and construct the TL.

GRAMMAR (EX. 1) MFP ADJECTIVE ORDER: 1. Tell Ss that most items we discussed were described with MORE THAN ONE ADJECTIVE and that there's a correct order ; the NOUN is usually at the end. FORM OPINION // SIZE-SHAPE // AGE // PATTERN-COLOUR // ORIGIN // MATERIAL-STYLE // NOUN 2. Show Ss the table of adjective order and the HEADINGS. * Point out the first 6 COLUMNS are for different types of adjectives and the last one is.... (NOUN) * Talk about example describe that fabulous is an OPINION. The person hasn't talked about the size/age/pattern or colour but we know the ORIGIN. -GIVE HO's of Scrivener's form of adj. order- 3. Ask Ss to work in pairs and add descriptions of Fran, Jay and Bea's favourite clothing in the table. * Give table HO's to Ss. * Do the task in 2 minutes * Then elicit answer and Ss come up one at a time and fill in gaps on WB. 4. Give ANSWER KEY. (EX.2) 1. Tell Ss they will get into 2/3 GROUPS and receive a puzzle of 6 sentences of different adjectives, they will put them in order to describe clothes. * For example: BROWN LEATHER JACKET not LEATHER BROWN JACKET. * Ss have 5 minutes to complete task and then check answers with each other *Give ANSWER KEY. PRONUNCIATION: *Write on the board, drill and elicit: O 1. Her favourite thing is her red low – waisted miniskirt -> how many adj? (old, waisted= 2) /ləʊ/ /ˈweɪs.tɪd/ O o 2. He always wears his old black skinny jeans -> how many adj? (old, black, skinny = 3) /ˈskɪn.i/ O 3. I usually wear a plain green cotton hoody during the day. ->how many adj? (plain & green) /pleɪn/

Stage 5 (Language practice) (5-8 minutes) • To provide freer oral through an activity whilst using the language productively.

FREE ORAL PRACTICE 1. IF there is time, Ss will talk about 3 ADJECTIVES from stage 4 (An elegant dark blue linen jacket) to describe the most interesting item of clothing in their wardrobe. *Example: I have an expensive-blue-silk-dress in my wardrobe. 2. Ss practice in pairs as T monitors.

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