Rida Rida

Copy of Vocabulary Lesson
A1 level


In this lesson, Ss will learn the use of certain adj involving feelings. They will do predictions, based on the photos they are shown. This will be followed by a brainstorming activity on opposite adjs. Finally there are some controlled practice through productive skills and a 'flexi' via a miming role-play activity.


Abc flash cards
Abc Gap Fill Handout
Abc flash cards

Main Aims

  • To review basic adjectives and intro/review and practise adjectives for feelings

Subsidiary Aims

  • To provide speaking and writing practice in the context of feelings and speak for fluency


Lead- in (3-5 minutes) • To get Ss interested in the topic of feelings

Show Ss a few flashcards on the topic of feelings and have them predict what adjectives of feelings they can see. Then slowly remove the orange card as you elicit the answers from Ss. so that they can all read the word for each card.

Brainstorming (5 minutes) • To diagnose what Ss already know about opposite adjectives

T will give Ss an example of antonyms using 'happy' & 'sad' and briefly tell them that they are going to find the antonyms of each word on the Gap Fill Handout as fast as possible. Then ask them to work in groups to check their answers. Elicit the answers from Ss in turn. answers: 1 cheap, 2 slow, 3 clean, 4 difficult, 5 far, 6 thin, 7 low, 8 right, 9 poor, 10 bad, 11 ugly, 12 strong, 13 full, 14 dark, 15 short, 16 old

Presentation (8-10 minutes) • To introduce the Ss to adjectives for feelings

T gives Ss a Gap Fill Handout and Ss work on their own for 2 minutes to fill in the blanks. Teacher monitors the class as the Ss match the pictures with the Adjectives of feelings. T follows the stages of eliciting, modeling, drilling each word and writes them down on the WB to focus on the stress and spelling of the adjectives. T may add a few sentences on the WB emphasizing the 'be' structure and how its used in a sentence. T should remind them of the use of 'quite' and 'very' and give a few examples.

controlled practice 1 (4 minutes) • To give students oral practise of the TL

T asks students to fold the paper into two in order to cover the words so they could only see the pictures with the numbers they have given them. T gives each Ss a number to 11 considering there are only 11 photos on the page, if there are more than 11 students, T starts from 1 again. In this case there may be singular and plural numbers in the class. The T will explain that when she/he shouts out a number, only the ones who are that number gets to say the adjective related to the picture.

controlled practice 2 (4 minutes) • To give Sts the chance to practise the vocabulary for accuracy through writing

T will have to stage the instructions for this activity. First, T writes a few true (+) & (-) sentences on the WB about herself/himself and the Ss are expected to do the same by only looking at the photos in front of them as the words will already be folded during the previous exercise. T tells them to write down 3 true sentences about themselves and gives them the opportunity to work alone. Then the T gives instructions again and tells them to share their sentences with each other in pairs.

Freer practice (4 minutes) • To practise the TL in a personalised way

T will provide half of the students with pictures and half of the students with adjectives of feelings that match the pictures. The Ss will stand up walk around and try to find their suitable pair. When they complete the mission the T will show the answers by projecting it on the WB.

flexi (3 minutes) • To practise the TL in a personalised way

T may choose to end the lesson with this miming game. T prepares 4 separate boxes for 4 groups. Each box has 12 words in it, 11 target vocab + 1 vocab from the lead-in activity at the beginning of the lesson. T models the activity with one student then hands each group a box. T explains that the students must only draw one paper from the box each time to mime so that the other Ss could guess. Ss may play the game in groups as T monitors.

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