Mehmet Uzunoğlu Mehmet Uzunoğlu

TP4- Adjectives
A2 (Pre- Intermediate) level


In this lesson the students will be introduced to the main adjectives and will practice using the adjectives. The lesson will start with some visuals to give the idea for adjectives, then students will do an exercise about completing the words (adjectives) of missing vowels. Then they will listen to the track 1.51 for hearing more adjectives. They will do another exercise about adjectives. They will do speaking and writing for productive skills.


Abc Find an adjective HO
Abc Adjectives (opposite) HO
Abc Colorful adjectives
Abc Listening Track 1.50

Main Aims

  • To introduce & give practice in using adjectives

Subsidiary Aims

  • To practice describing things with adjectives


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

T will show the visuals of the concepts: tall- short / fast - slow / expensive- cheap and will elicit from the Ss about them. T will try to give Ss the idea about the adjectives by directing the Ss to the idea of the special thing for the visuals. Then T will ask the Ss to work in pairs and ask them to describe themselves to their pairs with the adjectives they know. After this, T will elicit from the Ss as feedback.

Exposure/ Listening - Scanning (8-10 minutes) • To provide context for the target language through a listening for scan activity

T will ask the Ss to listen the track 1.51 and ask them to try to hear the adjectives. T will tell them only to raise hand if they hear an adjective (not to call out). T will check the clarity of the instruction with ICQs. - Will you shout when you hear adjectives? (NO) - What will you do? (Raise hand) When Ss raise hands during the listening, T will stop the record and ask for the adjective. Ss can make a list of the adjectives that they heard. After the listening, T will give time to Ss to check in pairs since there might be missing adjectives.

Highlighting- Controlled Practice (4-6 minutes) • To draw Ss' attention to the target language

T will chest the HO showing asking the Ss to complete the words by putting the vowels in the spaces and to match them with their opposites. The Ss will work in pairs. To check the instruction, T will explicate the example which is already made. After given enough time, T will elicit for the answers from the Ss.

Vocabulary activity (4-6 minutes) • To practice the meaning, form of the target language

T will chest the HO showing the words and the blanks on the exercises. T will ask them to work in pairs and try to find the adjective that they can use with the words. T will use ICQs to clear the usage of adjectives with nouns. - Can we say ''an easy baby'' ? (No) - Can we say ''a slow picture'' ? (No) - CAn we say ''a good picture''? (Yes) After Ss are done with the task, T will get the feedback as eliciting from the Ss.

Guessing the adjective activity (6-8 minutes) • To provide students with practicing the former stage

T will tell Ss to work in pairs. T will ask the Ss to tell their partners five things as in the previous exercise and let them guess the adjective for them. T will demonstrate an example on WB writing his five words, will elicit the answers from the Ss first. T will start the activity after the instructions are clear. After the Ss are done, T will elicit some of the adjectives as the feedback.

Speaking Activity (8-10 minutes) • To provide the students with an activity for practicing productive skills

T will show the colorful papers in his hand and will say that there are adjectives printed on them. Each Ss will have two adjectives (blue / purple). T will ask Ss to stand up and mingle in front of the class and find someone to tell about their experiences related to the adjectives they have. They need to change the adjectives after each conversation. T will practice a demo with one of the Ss and will start the activity afterwords.

Writing Activity (6-8 minutes) • To provide students a further practice in using the adjectives

T will ask the Ss to work in pairs. T will tell them to write the sentences that they remember from the previous activity. After they are done, T will elicit the sentences from the Ss.

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