Takwa Al-Faitori Takwa Al-Faitori

People and places, adjectives
Beginner, A1 level


In this lesson, sts learn about some adjectives and their opposites. Students will also do gist and detailed reading in which they will further be exposed to the same adjectives.


Abc Ex 3,5
Abc WB
Abc Pictures

Main Aims

  • To teach some adjective and their order in a sentence.

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about an email in the context of people and places.


Warmer/lead-In (7-10 minutes) • To set lesson context

I will carry a glass of tea and walk into class, drink it and demonstrate that it hurt when I tasted it because it was ….. and elicit "hot" and point to it on the WB. I will put pictures on the left side of the WB and let the sts say the words they already know. I will put the adjectives on the right side of the WB and match the adjectives with the pictures. I will do the first one as an example and after that I will elicit the rest of the adjectives from the sts. Drill the adjectives. Ask the sts what they think these words are? are they nouns,verb or what? trying to elicit the word "adjectives". After that, I will put the word "adjectives" on the WB and explain that all of these words are "adjectives". Do some drilling. Finally, before we move to the second stage I will ask the sts if they can think of any more adjectives.

Cards game (5-6 minutes) • To practice the adjectives

I will take off the adjective words from WB and leave the pictures. I will tell the sts that we are going to play a quick game. I will give them an example of how to play this game. I will ask one of my peers to help me. the game is: I look at the card I have and put the adjective under the right picture on the WB and say it. My partner will do the same and put the opposite word and say it. Let the sts play this game and watch them practicing the adjectives.

Clarification of form (10-15 minutes) • To draw students attention to the TL and it's rules

Ask the sts to look at the WB and I will read a sentence based on the pictures that are already on the WB. Have them do the second sentence and write it. Ask the sts where is the "adjective"? for example: they will say "small" then, I ask them to tell me where is the verb "is"? after that, I will tell them " is it after or before" the adjective? trying to elicit the first rule which is " Adjectives go after be". Ask the sts to tell me where is the "noun"? trying to elicit that adjectives go before nouns. After that, I will write on the WB for example: "The balls are small" and then add "S", ask them if it's correct, explain why it's not and remove the "S". Write the rule "Adjectives are not plural with plural nouns". Will show the sts a card with the word "very" and try it before every adjective. Explain that we can use "very" before adjectives.

Practicing useful (3-5 minutes) • To practice the rules

Tell the sts that they are going to do the first ex. Explain it to them by giving an example. the ex is "Make sentences with these words" I will do the first one wrong and elicit the correct one from the sts, give them the HO and let them answer the questions individually. Check in pairs then get some FB.

Pre-reading (3-5 minutes) • To provide lead in and pre-teach vocabulary prior to reading

I will show them a picture of "hotel" and ask them what are the things we might find inside a hotel. Let the sts guess the words. Pre-teach the vocabulary to prepare the sts for the reading. And then show them the picture of reading and ask them where they think it is.

While reading (8-10 minutes) • To improve sts reading skill with the concept of adjectives

2 minutes for reading the text is given (gist reading). Ask them where are Sally and Dan? Get the answers from them. After that, explain that students are going to work in pairs for second reading (detailed reading), students are given 3-4 minutes to read the text in details. They are given a task to change the adjectives in the false sentences and put (T) for the true sentences. Will give them an example first and than ask them to answer the task.

The closing stage • To wrap up the lesson

Erase everything on the WB and say: "I have a very bad memory I have forgotten everything from the lesson" and ask the sts to remind me of the things we learned and write them on the WB as they say it.

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