Stephen Stephen

Upper Intermediate level


In this lesson, the students will be introduced to new grammar through some text. They will also practice some of their listening and speaking skills afterwards, using the grammar learnt.


Abc Coloured paper 1
Abc Coloured paper 2
Abc Coloured paper 3

Main Aims

  • To provide clarification of adjective order in the context of celebrity heroes

Subsidiary Aims

  • To provide accuracy speaking and listening practice in a controlled environment in the context of celebrity heroes


Lead In (4-5 minutes) • To set lesson context and engage students

T puts picture of Arnold Schwarzenegger at the bottom of the WB T references to last week's lesson and asks 'does anybody remember who this is?' T then asks for Ss to shout out some adjectives about Arnold Schwartznegger For every adjective shouted, T draws a line from the picture to a circle, writes the lexis in the middle and draws another line to the adjective Get a few for each type of adjective (i.e. opinion, description [size, age, colour, origin, material, other.]) Keep OPINION on the left and DESCRIPTION on the right If Ss need help, mention a group (e.g. what about age?) Keep it on the board throughout the next exercise until highlighting T writes the word ADJECTIVES in capital, underlined letters at the top of the WB

Exposure (3-4 minutes) • To provide context for the target language through sentences

T instructs that Ss must form pairs T instructs that each pair will receive 20 bits of paper in an envelope...5 green, 5 blue, 5 red and 5 white. The prepositions are on the blue paper The opinion adjectives are on the green paper The descriptive adjectives are on the red paper The nouns are on the white paper Ss will have 2 minutes to turn match the numbered words horizontally in the right order T demos this T asks ICQs: 'do you put each colour in a vertical or horizontal line?' T instructs them to begin T monitors and perhaps ask 'why have you put them in that order?' Before their time is up, T writes 'an ugly, tiny, old, grey, Chinese, stony, ornamental, statue' in the middle of the board above Arnold Schwarzenegger WC FB T asks 'what is the noun in "a lovely new movie."' [movie.] T writes it in black marker to show white to the right of the board, above the long line of adjectives and writes noun T asks 'Which one comes first in all of them?' [A] T writes 'A' on the board in blue marker pen to the left of 'movie' with some space for two more words in between and writes preposition in black marker above it T asks 'What type of adjective is lovely?' If Ss need help, T asks 'Is it an opinion or a description?! When Ss all say opinion, T writes 'lovely' with a green marker pen after 'A', then writes adjective of opinion above it in black T asks 'Is new an opinion or a description/fact?' Ss say fact and T write 'new' with a red marker pen in between 'lovely' and 'movie' T concludes that an adjective of opinion usually always comes before an adjective of description. T wipes S off ADJECTIVES at the top of the board and writes ORDER to the right of it

Highlighting (4-5 minutes) • To draw Students' attention to the target language

T draws attention to the sentence 'an ugly, small, old, grey, Chinese, stony, ornamental statue' T asks 'What is the noun?' [statue] 'Where is it?' [At the end of the sentence.] T writes noun in black marker above 'statue' T asks where is the adjective of opinion?' [At the beginning] T writes 'opinion' in black marker above 'ugly' and the description with brackets encompassing the rest of the adjectives. T elicits the group that each adjective belongs to [small = size/shape, old = age, grey = colour, Chinese = origin, stony = material] and writes all of them in black marker above their resepective words. T just writes 'other' above 'ornamental.' T states that this is the order of adjectives in most cases.

Clarification (5-6 minutes) • To clarify the meaning and form of the target language

T numbers Ss in to groups of 1, 2 and 3 by counting 1, 2, 3 as they go along each student T instructs Ss to get up, move their chairs to the side and make an orderly line in their groups, facing toward the WB. (All random colours.) All the papers have tac on the back Whilst they're doing that, T puts more coloured A4 paper with adjectives written on face down on the ground spread out in a mess in between the Ss and the WB, with some space between each. T then writes '3 nouns' below 'statue' in black T take picture down if more space is required. T instruct that Ss are racing in their groups The first of each group must pick up a sheet and stick it to the correct adjective grouping on the WB Once the first has finished successfully, they go to the of their line and the second repeats. Everyone repeats until all the papers are stuck to the WB correctly Ss sit back down in their seats

Controlled Practice (3-4 minutes) • To concept check and provide students wıth more meaningful practice

T instructs that the Ss will go back into pairs and T instructs that each pair will receive 16 bits of paper in an envelope again...4 green, 4 blue, 4 red and 4 white. This time, the sentence is in the same colour. The words merely have to be rearranged to make sense. T demos this again T instructs them to begin T monitors and perhaps 'what type of adjectives are these?' One from each group says each answer Whole class gives feedback and corrects errors

Flexi-stage (5-6 minutes) • To provide students with semi-controlled practice of the target language

T puts a box in the centre of the room T asks 'What is this?' [A box] T instructs that Ss will form in to groups and will have 3 minutes to create a list of adjectives comprising one from each group in a similar format to the ones now on the WB. Groups shout out their answers one by one as T gestures to the adjective groups for the answers

Free Practice (10-12 minutes)

T instructs Ss that they have 2 minutes by themselves to think of a well known film, music or sports star and write as many adjectives, three from each group ideally, about them in the correct order. T demos this T asks how many words from each group should the Ss write T orders Ss in to different groups T instructs Ss to describe their celebrities to the members of their groups using only the adjective written down and not mentioning the celebrity's name. The other students in the group must guess the name of the celebrity described Repeat so each Ss gets their turn Monitor Error correct for improper use of an adjective afterwards

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