Amber Amber

Adjectives Lesson
Beginners level


In this lesson, students will be exposed to the concept of adjectives. They will be taught a new set of vocabulary and the grammar needed to use them. They will learn how to form sentences and questions, and also how to add 'not' and 'very' as modifiers to make more interesting sentences. After completing two handouts, they will do an interactive activity at the end where they are asked to produce their own unique sentences.


Abc Grammar Sentence Building HO (adapted from Face to Face Starter SB)
Abc Grammar Sentence Building HO Answer Key (adapted from Face to Face Starter SB)
Abc Vocabulary Matching HO (adapted from Face to Face Starter SB)
Abc Music Video: Can't Stop the Feeling by Justin Timberlake
Abc Adjectives Presentation
Abc Black and White Teacher Passport Photos

Main Aims

  • To teach the concept of adjectives by providing new vocabulary and the grammar necessary to use it

Subsidiary Aims

  • To provide fluency speaking practice in the context of using adjectives to describe people and places


Numbers Review (5-7 minutes) • To briefly review numbers and remind Ss of last class's content

T holds up pictures of the teachers and asks Ss if they remember their ages (repeating Friday's activity). T writes ‘Young’ on the left and ‘Old’ on the right, sticks the photos on the board in chronological order by age, and writes their ages above the photos. T tells the students that it’s their turn, and asks them to lineup in order of age similar to the photos on the board by demonstrating with a strong S. T prompts the students to go down the line from left-to-right, asking the person next to them for their age. T splits the students into two random teams.

Numbers Game (5-7 minutes) • To review numbers and start the class with an interactive, high energy activity

After Ss are already split into standing teams, T demonstrates the game: one S from each team goes to the board and writes a random number, while the team members guess the number. After the team recalls the number, the next S goes to the board. T monitors and keeps track of the score. After 1-2 minutes, T switches the game rules: now, a team member tells the S at the board a number, and he or she must write it.

Adjectives: Vocabulary Introduction (10-12 minutes) • To introduce new vocabulary and elicit the concept of adjectives

T teaches new adjectives through a PowerPoint presentation with images of people, places, and things in Istanbul. T distributes a matching HO to the Ss to complete individually. Ss check in pairs, and then T pulls the HO up on the project and checks the answers with the WC by assigning each S a number to write on the WB.

Adjectives: Grammar Introduction (10-12 minutes) • To teach students the grammar to use adjectives properly

T tells the Ss that these new words are called ‘adjectives’ and prompts them to shout out any more adjectives they know. T writes them on one half of the board. T presents the grammar on the other side of the board using the projector, and leads the WC to practice the grammar through repetition. T distributes second HO, regroups into pairs to check the answers, and calls specific Ss to the WB to write their sentences. T distributes an answer key.

Adjectives: Brief Very and Not Introduction (5-7 minutes) • To briefly introduce 'very' and 'not' to allow the students to use them in the next activity and two lessons

T presents the concept, and asks the Ss to repeat. T calls a S to the WB to match 'very', 'not', and the plain adjective to photos. T presents two photo sets, and asks Ss to describe what it is using the new words to the person next to them. T calls a S up to the board to write what it is underneath the photos.

Adjectives: Practice and Production (10-15 minutes) • To allow students time to practice producing sentences with adjectives without as much structure

Ss watch an American music video and describe the people in the video. T leads the WC through an example using Justin Timberlake, and prompts the Ss to state his name, job, nationality, and marital status before describing him. T regroups the class into new pairs, and Ss work together to describe the people. Every two people, the T regroups the Ss into new pairs. At the end, the T leaves a few minutes to ask specific Ss questions about the people in front of the WC.

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