Chuchelka Chuchelka

Positive, negative and neutral adjectives
Elementary, pre-intermediate level


No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of Descriptive positive adjectives in the context of speaking about yourself

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of speaking about yourself


Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students

1. the classic warmer activity ‘two truths and a lie’: I’m terrible at driving I’m not bad at cooking I’m fantastic at cycling Write 3 facts about yourself: 2 true and one false.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

1. Find adjectives here. We use adjectives to describe nouns, pronouns, or other adjectives. Which is positive? Which is negative? Which is neutral. Can you think of some other positive adjective? Elicit positive negative and neutral general adjectives. The most positive would be at the top and the really negative ones at the bottom. You could also get the students to produce the list, with students writing on the board. After 5-10 minutes or so the board might look something like this: perfect sensational fabulous awesome wonderful outstanding magnificent fantastic great very good/ really good good pretty good quite good fairly good ok/ alright/ not bad/ reasonable/ acceptable/ adequate bad/ not great poor awful rotten lousy For lower-level students ask them to grade the following adjectives from negative to positive: perfect, awful, reasonable, poor, wonderful, alright. 2. Fill in the gaps: The food is ...... at Buffalo Grill. Florence has ........ architecture. The weather yesterday was ........ My neighbor has ...... taste in music. This year was .......... . The food is awful at this restaurant. Florence has superb architecture. The weather yesterday was truly dreadful. My neighbor lousy taste in music. This year was fabulous.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

If I'm telling you one of these facts, how can you react? For example, I'm not bad at cooking. Elicit ‘oh, really?’, ‘me too’, ‘oh, I also cook well. For example, get the students to describe themselves to their partner (and get them to react- ‘oh, really?’, ‘me too’, ‘oh, I also sing jazz’ etc). I’m terrible at… I’m not bad at… I’m pretty good at.. You might extend this by modeling an exchange such as this and get your students to have such exchanges with their partners: 2. If you have this sentence. How do you ask the question? Elicit: are you any good at playing the guitar/ cooking pizza /drawing? How do you answer? B: yeah, not bad – you?

Test #2 (12-16 minutes) • Check students' use of the target language again and compare with the first test

Focus on different forms you could use using the adjectives (helping to emphasize the flexible character of English): Make sentences: 1. A I'm Singer terrible 2. okayish an I'm cook 3. dancer a ballet fantastic I'm I’m a terrible singer I’m an okayish cook I’m a fantastic ballet dancer Is terrible my singing bad my not is cooking ballet My fantastic dancing is Answers: My singing is terrible My cooking is not bad My ballet dancing is fantastic I'm fairly good at gardening. My gardening is fairly good. I'm a fairly good gardener. What's the difference between these sentences? Elicit the form of each sentence. Take the test: extreme adjectives: good- wonderful, fantastic, excellent.

Free practice (13-15 minutes) • To provide students with free practice of the target language

Describe a picture.

Web site designed by: Nikue