Milen Martinov Alipiev Milen Martinov Alipiev

A1 level


In this lesson, students revise and practice common adjectives. We start with a flags quiz and use it identify colours, which are used to introduce the topic, adjectives, to students. Later, students are given pictures and some common adjectives to match and phrases are made to show how adjectives are used before nouns. More adjectives are introduced by playing opposite adjectives game with groups as a controlled practice. Students are given jumbled sentences for more practice. Finally, the lesson is completed with a free practice activity.


Abc English File ELM

Main Aims

  • To revise and practice common adjectives

Subsidiary Aims

  • To develop written accuracy using common adjectives.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The teacher (T) shows the flag of Jamaica and asks "Do you know which country's flag this is?" Students answer but if there is no answer the teacher gives a clue "a very fast man, Hussein Bolt, is from this country and waits for an answer. If there is no answer the teacher provides the answer, Jamaica. The teacher continues by saying " I have a short flag quiz for you. Let's see how many flags you know" Instruction: Look at the flags and write the name of the country under each flag. Check: Ahmet can you tell us what we are doing. ...... Thanks. You have 1 minute. After you finish please check with your pair. After pair check is done whole class (WC) feedback is done. Teacher pays attention to pronunciation of the country names, stress especially. If necessary drills with students. Later teacher sticks the flags of four countries on the board and asks students what color the flags are and writes the colors on the board next to each flag. Teacher drills the pronunciation of the colors with students, especially "orange". Afterwards, the teacher gets students attention showing the colors written on the board and says and writes "Colors describe flags", underlines colors and flags and writes adjectives under colors and waits sstudents to say "nouns" (adjectives describe nouns).

Exposure (5-6 minutes) • To provide context for the target language

T: Let's look at some interesting pictures. I want you to match the pictures with the adjectives. Look at the first picture. It is a shark. Which adjective can describe this shark. I think.......... (waits for students to answer) if no answer comes the teacher provides the answer "dangerous". Now do the others in pairs. You have 3 minutes. After they finish WC feedback is done. T pays attention to stress and long vowels in "far, fast, etc." while checking the answers.

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

Teacher asks students to look at the board (the previous matching activity with pictures and and adjectives is projected) and says " Look at picture one. It's a dangerous shark. Now, tell me about picture two. Use this structure "It's .................". After eliciting 3-4 sentence from students the teacher asks ss to look at the position of adjectives (underlines them) and tell if there is a common structure. Expected answer is "adjectives come before a noun" or adjective + noun

Controlled Practice (5-7 minutes) • Revise more adjectives (opposites)

Students are shown sentences in jumbled order and asked to put the words in order and write them down in pairs. WC feedback is done. During feedback the teacher emphasizes the use of modifiers "very" and "quite".

Semi-Controlled Practice (7-9 minutes) • To concept check further and prepare students for free practice

T: Now let's look at this handout. There are 12 pictures and 12 adjectives that describe them. I want you to choose an adjective from here and describe the picture. Look at the first picture. There is a man with a Rolls Royce. We can say he is a rich man. Lets describe the pictures on your own. After you finish you can check with your partner. You have 5 minutes. After everybody finishes WC feedback is given making necessary pronunciation drills if necessary, based on the teachers observation during the activity.

Free Practice (5-6 minutes) • To provide students with free practice of the target language

T: Let's play a game. I will choose an item and tell you where you can find it. I want you to ask me questions using "Is it.. adj?" After that teacher asks students to do a similar task in pairs. The teacher walks around and takes notes about language, pronunciation and after the time is finished writes the words or sentences on the board for delayed feedback. Drills if necessary.

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