Adjective Lesson Plan: Teaching with PPP

It is necessary that superior students’ vocabulary constantly progresses. This teaching plan explains tips on how to train new adjectives.

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Date: 14 July 2013

Class Level: Level 7 – Advanced Students

Length of Lesson:1 hour 5 minutes

Lesson Type & Subject:Vocabulary: adjectives.

Materials Needed: Pictures of weather, realia (abnormally giant fruit/object, flower) and worksheet.

Lesson Objective: Students will study new adjectives and incorporate them. Descriptions of verbs might be verbal and non-verbal (writing).

Assumptions:Students have a great understanding of adjectives and the method to organize them in a sentence.

But college students repetitively describe nouns with the identical adjectives (describing one thing as “amazing” or “beautiful” regularly, without being aware of other adjectives like spectacular and gorgeous).

Anticipated Problems & Solutions:

Problem:Committing new adjectives to memory.

Solution:Adjective drill – incorporating different nouns to describe.

Problem:Students are battling sentence construction.

Solution:Explain where the adjective is placed in a sentence. Give examples; SS repeat.

Problem:Pronunciation of phrases.

Solution:Pronunciation drill.

Strategy 1:

Interaction Patterns: T>S & S>T

Timing: 20 minutes.

Purpose of Procedure: To curiosity college students; pre-teach new adjectives. Connect adjectives with nouns. Describe footage and objects for a clearer that means. Practice new vocabulary with steerage of the trainer.



* Introduce the topic in an attention-grabbing fashion and illustrate how college students can apply it in their lives. Advanced adjectives that can be discussed: “stunning”, “gorgeous”, “spectacular”, “huge” and “immense”. * Hand out objects like flowers, an abnormally large fruit etc. * Cover the brand new adjectives, examine them with related adjectives that they already know.

* Teach necessary grammar and structures required to explain nouns. “The adjective is said before the noun.” * Elicit the names of the objects and mannequin the use of adjectives, describing these objects. “This is a big apple.” “This is a beautiful flower”. Students repeat and agree or disagree. * Introduce footage of other objects like the climate. Elicit what the picture is depicting e.g. “sunset” or “rainstorm”. Model some basic sentences utilizing the brand new adjectives, so that the which means is evident. “What a shocking sunset!” “It is a spectacular rainbow.” “The immense cloud is overlaying the sky”. Ss repeat.

Strategy 2:

Interaction Patterns: T>S & S>T & S>S

Timing: 25 minutes.

Purpose of Procedure: Confirm new vocabulary through follow; establish written vocabulary.

* In pairs, SS full a fill-in-the-blanks (with options) exercise. The train is a conversation, with blank spaces that college students have to fill in, requiring the language that was learnt in school. They may have a listing of adjectives that they’ll use. E.g. “She has a _______ smile.”. * Students evaluate answers by answering them out loud: “The first reply is gorgeous.” * Game: Two teams are created. Each team is given a noun, and each group gets five minutes to write down a list of sentences with adjectives describing that noun. The lists are in contrast when the time is up. The team with the most adjectives wins.

Strategy three:

Interaction Patterns: T>S & S>S

Timing:20 min.

Purpose of Procedure: Students produce vocabulary independently and superior adjectives are strengthened.


1. Students see photographs of famous sights – the Egyptian pyramids, the Louvre, the Eiffel Tower and so forth. Elicit the place these sights are found and why they had been constructed – trainer assists college students if they’ve by no means seen or heard a few web site before.

2. Students choose their favourite sites. They shortly talk about why they like that specific web site, using advanced adjectives to explain what they seem like.

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