Sevda Ozlem Sevda Ozlem

Adjectives lesson
Elementary level


In this lesson, students will learn and practice basic adjectives, their opposites and how to use them.


Abc Picture matching HO
Abc Correcting sentences HO
Abc Before, after HO
Abc Make sentence HO
Abc Picture reading HO

Main Aims

  • To introduce and extend the Ss' knowledge of basic adjectives, their opposites, and how to use them in sentences through the context of describing personal possessions.

Subsidiary Aims

  • To practice possessive adjectives


Warmer (2-3 minutes) • To give them an idea of the days lesson.

T: What is an adjective? ( words which describe object and things, such as big dog; big is the adjective) T will write "a black dress" and use this as and example of noun and adjective. FB: Ask students which one is the noun and which is the adjective.

Lead-in (2-4 minutes) • Visually show the lesson

I will tack up flash card pictures and the opposite adjectives words. The students will be asked to match up the pictures with the words.

Introduction to Vocabulary (2-3 minutes) • to learn adjectives

Instructions: Chest HO- "I am going to give you this HO and I would like you to work individually and try to match the pictures to the adjectives." Give HO and have the students do it while T walks around to monitor.

Introduction and Clarification of Vocabulary (5-8 minutes) • To get clarity

WCFB: Numbers are written on the board and as the Ss finish they come up to the board write what they thought was right. The answers will be gone over and T clarifies any of the wrong answers and drills adjectives.

Clarification of Grammar (3-5 minutes) • To get the student to understand adjectives with very

T:" We use words like very, really and extremely to make adjectives stronger." On WB: She's pretty / She's very pretty On WB: This is a nice bag / This is a very nice bag. Using gestures and emphasizing the VERY A HO will be given, in PW Ss will be ticking the correct and changing the incorrect sentences. FB: check as WC

Language (5-10 minutes) • Learn where to put adjectives

T: Does anyone know "before and after"? Write on the WB "Before/ After Using hand gestures try to get them to understand. On WB then write meaning BEFORE: earlier in time ex: they called me the day before AFTER: behind in place or order ex: B comes after A on the alphabet Give HO and ask Ss to look at the sentences. T asks students what a noun is "what is a noun?" Noun is an object or thing ex: ball, dog, book. Ss work individually then PW to check answers. On WB T writes She's old, She's a pronoun and old is a adjective.

Productive task (8-12 minutes) • Get familiar with using adjectives practice

T: Tack the Sentences on the WB in the wrong order a seen in the ex. have Ss work Individually. FB: Ss come up to the WB and replace the words in correct form. WC check.

Reading (3-5 minutes) • To set the reading and identifying

Chest HO showing the picture introduce the characters. T: "this is sally and this is Bill. Is Sally a girl or a boy? (girl) Is Bill a girl or a boy? (boy) Do they look the same? ) (no) Is Sally young or old? (young) Is Bill young or old? (old) Do they look like they like the same things? What do you think Sally likes? What do you think Bill likes? FB: Ss what they think. Instructions: Take a 2 mins to read about Sally and Bill. Now I want you to find 4 things that are important to Sally. ICQ: How many things? (4) Take a 1 minute to do that. After your done with that I want you to find 4 things that are important to Bill. ICQ: How many things? (4)

Reading (3-5 minutes) • General understanding of the text

Instructions: Ss Unfold the bottom of the page reread the text and take a few minutes to answer the questions. FB: Check in pairs/ WCFB.

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