Hanane Zayer Hanane Zayer

Vocabulary- Weird and Wonderful Adjectives
Pre- Intermediate level


In this lesson, students will be exposed to different adjectives that could be used to describe weird, wonderful, or frightening things.


No materials added to this plan yet.

Main Aims

  • To provide clarification of descriptive words in the context of things that are scary, strange, or wonderful.

Subsidiary Aims

  • To provide writing practice in the context of describing a creature or thing.


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

Put picture of Loch Ness on the board. "Does anyone know what this is a picture of?" Introduce "strange creatures." "What is Loch Ness? Is it an animal? No- its some sort of monster right? It's a very strange creature." Put students into pairs to talk about strange or unusual creatures. WCFB

Diagnostic Test (8 minutes) • To gauge students' prior knowledge of the target language

Have Ss read two paragraphs about weird and wonderful things. Have them place the underlined vocabulary in appropriate section on word map. Demo "strange" together. ICQ: Which words are you placing in the map? (The underlined ones.) Pair check. WCFB

Teach (6-8 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Clarify meaning, form, and pronunciation. Draw attention to the use of the word "funny." "Does funny mean 'something that makes you laugh' here?"

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

Have students complete sentences with a suitable word from the word map [on the board]. Pair Check, WCFB.

Free practice (15-20 minutes) • To provide students with free practice of the target language

Ss are put into groups. Each pair creates a drawing of something weird, wonderful, or scary. Show students demo drawing of unicorn. ICQ: After a few minutes, Ss swap drawings with a neighboring pair and write a paragraph about the other's picture. The paragraph must be four sentences and include the some of the words from the previous activities. Demo by reading short paragraph written by brother. ICQ: Are you writing a whole page? [No] How many sentences are you writing? [4] What words are you using? [the adjectives on the board]. Join pairs into groups. Have Ss read the paragraph about their drawing. Discuss if they agree with the words used to describe their picture. WCFB

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