Ayman Mosully Ayman Mosully

A1 level


in this lesson, students will learn how to describe nouns by using adjectives. The lesson starts with showing some different pictures of "sport, film, people, weather, car, food". Teacher tells students about his experience as a story using adjectives with these nouns.


Main Aims

  • To review and practice lexis related to describing people, food and things

Subsidiary Aims

  • To give students practice in speaking


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

T tells short story about his favorite food by showing a picture and describing it using adjectives e.g. "yabrak is a delicious spicy long food." Then T labels different pictures on the WB, divides them into two or three groups and asks them to write as many lexis as they can in 3 minutes. ICQs: * how many minutes do you have? 3 * Are you going to talk alone or with group? (group)

Test #1 (10-12 minutes) • To gauge students' prior knowledge of the target language

T labels on both WB some nouns like (food, car, people, weather, city, sport, and films) then T divides Ss into two groups and hands out some adjectives. T: "in this activity you are going to match these adjectives with these seven nouns in 3 minutes." ICQs: * How many minutes do you have? 3 * How many nouns? 7 * Alone or in group? (group) Then each group will check the other group's answers. After that, T asks Ss in pairs to give examples of these adjectives and nouns e.g. "big city" --> London.

Teach/clarify (7-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T clarifies the form of adjectives + Nouns then using drilling . After that, T asks Ss to do ex3 individually as five sentences each group has to come up with 2 examples of each phrase e.g. expensive car "BMW, Toyota" for 5 minutes. ICQs: * How many questions do we have? 5 * How many answer should we write? 2 for each * Are you going to work alone or with a partner? alone * how many minutes? 5 Ss check their answers in pairs for 2 minutes than in a group.

Test #2 (7-10 minutes) • Check students' use of the target language again and compare with the first test

T shows a crossword game picture using projector then asks Ss to read the sentences, fill the gaps and do the crossword game individually as 12 sentences for 5 minutes. ICQs: * How many questions do we have? 12 * how many minutes? 5 * Are you going to work alone or with a partner? alone Ss check their answers in pairs then Ss will stand and write the correct answer on the WB.

feedback/error correction (4-6 minutes) • To provide students with their error and correct them

T writes the incorrect words in the WB that he heard them during their activity. Then correct them by using drilling and highlight the error on WB.

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