NAME: DATE:

Lesson: Demo: Grammar Lesson (Adjectives Order) Level: Intermediate

Aims: Ss will be able to write sentences using the correct order of adjectives.
Learning Outcomes: (usually 1 per activity)
1. Ss will be able to review adjectives and match them with the appropriate picture.
2. Ss will be able to rearrange jumbled adjectives into the correct order, with help.
3. Ss will be able to formulate original sentences using the correct order of adjectives, without help.

Resources Needed Special Action Prior to Lesson

Gather prior to lesson WHS: What measures need to be taken when planning for classroom safety in this lesson?
(e.g. In this specific classroom / These specific activities / These specific learners)
“105. Adjectives Order,” Oxford Practice Grammar Before this lesson, place “Nouns” pictures on the wall around the classroom.
(pg. 248-249), Student notebooks (or Paper and Hide Adjective slips around the classroom, and note Adjective clues on the LP.
Pens), “Nouns” pictures with clothes pins, During the Scavenger Hunt activity, be careful if you have to stand on a chair.
“Adjectives cards”, “Adjective slips” (placed in
envelopes and hidden in classroom),
“Adjective clues” (noted on the Lesson Plan). ▫ OUTLINE: I have put lesson outline on the white board.

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TOTAL:
50-60 min Before this lesson, place “Nouns” pictures on the wall around the “Nouns”
classroom. pictures with
clothes pins
WELCOME:
Pass out “Adjectives” cards to the class. Each S gets ___ cards. “Adjectives”
cards
WARM UP:
L.O. 1 7 min E / A: Demonstrate for the class that you want them to match Pairs
adjectives with pictures, and show them how to attach the
adjective cards to the pictures using the clothes pins (or paper
clips, binder clips, etc).
Give Ss 3 min to walk around the classroom, in pairs, and match
their adjectives to the appropriate picture. (They can attach their
adjectives to the pictures by using the clothes pins provided.)
Monitor the Ss and make sure they are correctly matching
adjectives and nouns.
WRITE ON BOARD: While Ss are doing this activity, list the different
types of word order GROUPS on the board (see next page for
list).

3 min S: Have Ss pick a picture and its adjectives to present to the class. Ss > Class
Present some or all pictures, and briefly discuss as a class:
“Do these adjectives correctly describe this photo?”
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(10 min)
PRESENT:
10 min E / A: Using one of the pictures as an example, introduce the T > Class
concept of Adjective word order (there is a very particular order
in which we place adjectives in a sentence…this is something
that native speakers do naturally without thinking about it much).

“We order adjectives according to their meaning. This is the normal Student
order…” (WRITE EXAMPLES ON THE BOARD, HAVE Ss COPY notebooks (or
IN THEIR NOTEBOOKS OR ON A SEPARATE PIECE OF PAPER.) Paper and Pens)
1. Opinion (how good?) — “Adjectives that say how good and
how big come first.”
e.g. wonderful, nice, great, awful, terrible
2. Size (how big?)
e.g. large, small, long, short, tall
3. Most other qualities — “Most adjectives come next if they do
not belong to another group in the list.”
e.g. quiet, famous, important, soft, wet, difficult, fast,
angry, warm
4. Age (how old?) e.g. new, old
5. Colour e.g. red, blue, green, black
6. Origin (where from?) e.g. American, British, French
7. Material (made of?) — “Some of these are nouns.”
e.g. stone, plastic, steel, paper
8. Type (what kind?) e.g. an electric kettle, a rocking chair
9. Purpose (what for?) e.g. a bread knife, a bath towel

2 min S: Tell the class, “I know a singer…”

Have the class complete the following example…

WRITE ON THE BOARD:

Singer
He sings in the opera.
He’s Italian.
He’s famous.

Ask the class, “What sort of singer is he?”

Can you make a sentence using the correct adjective order?
Elicit: “He is a famous Italian opera singer.”
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(22 min)
PRACTICE:
L.O. 2 5 min E / A: In pairs or small groups, have Ss pick a picture on the wall Pairs or
(from the Warm Up activity) and rearrange the adjectives into the Groups
correct order.
Peer-correction: When groups are finished with their picture they
can move around the room together and check the other
groups’ work, checking for errors and discussing in their groups.

5 min S: Ask the class if there were any difficult pictures or any Class
disagreements regarding the correct word order. Write the
correct form on the board and discuss as a class.

PRODUCE:
Erase some or all of the examples from the board, keeping the list of
Group types, if required for the level of the class. Have Ss close
their notebooks. During the next activity, if they need help they
can reference their notes, but only if completely necessary.
1 min E: Explain the rules of the Scavenger Hunt activity: T > Class “Adjective slips”

• Divide the class into __4__ teams. (placed inside

• “I’ve hidden envelopes around the room with new adjectives envelopes and
inside them.” ( __6__ adjective slips / envelope, 24 total.) hidden around
• Have teams find an envelope and return to their tables… the room)
• WHS: Careful if you have to stand on a chair!
• You can find an envelope here: (write in adjective clues below)
1. ______________ ______________ ______________ Write “Adjective
2. ______________ ______________ ______________ clues” on the
3. ______________ ______________ ______________ board.
4. ______________ ______________ ______________

5 min A: Ss play the Scavenger Hunt activity. Teams

2 min S: When all the envelopes containing the “Adjective slips” have Teams
been claimed, have Ss sit back down at their tables and begin
organizing their adjectives according to the 9 categories.

This will be their team for the next activity.

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(40 min)
PRODUCE: (continued)
L.O. 3 5 min E / A: Using the adjectives they found in their envelope, have teams Teams
work together to write as many correct sentences as they can in
the next __5__ minutes.
• They have to use the correct adjective word order.
• They have to use all of the adjectives they found during the
Scavenger Hunt.
• Be creative!
• If Ss need help, they can refer to their notes from this lesson,
however they should first try to complete the activity
without looking at their notes for examples.
• QUICK FINISHERS: After they have used all of the adjectives in
their possession, they can rewrite their original sentences
adding more adjectives of their own now, making sure to
still maintain the correct order. See below for MORE…

5 min S: Have some or all Ss share their sentences with the class. Ss > Class

- END -
(50 min)

EXTRA TEACHING POINT: Using Commas

We sometimes put commas between adjectives from Groups 1-3
(Opinion, Size, Most other qualities).
e.g. a horrible, ugly building / a busy, lively, exciting city

MORE PRACTICE: (if needed and if time allows)

(+5 min) Write a list of things to be sold at an auction. Pairs

e.g. basin / sugar, antique, silver
This is an antique silver sugar basin.
vase / glass, old, lovely
mirror / wall, attractive
desk / modern, office
chairs / kitchen, red, metal
table / small, coffee, wooden
 EXTENSION FOR THIS LESSON: (if desired and if time allows)

(+5 min) Write the following information in a single sentence. Individually

e.g. This computer is for business. It’s Taiwanese. And it’s powerful.
This is a powerful Taiwanese business computer.
This is a chocolate bar. It’s new. And it’s a big bar.
This phone is mobile. It’s made in China. And it’s very good.
These doors are wooden. They’re for your classroom. And they’re
stylish.

Follow-up / Homework / Assessment: at Teacher’s Discretion

Do the “Adjectives Order” exercises on pg. 249 of the Oxford Practice Grammar course book.

Evaluation: KEY: 1 = negative 2 = OK 3 = very positive

1 2 3
How are you feeling about the lesson you just had?

How helpful were the teaching methods?

Student
Evaluation How clear were the instructions?

How well did the teacher explain the content of the lesson at the beginning?
(completed by student)
Student Comments: How has this lesson helped you progress in your English learning?

How well did you: 1 2 3

• explain the purpose of the tasks (activities)

Teacher
• break the tasks (activities) down into manageable steps
Evaluation
• encourage all learners in your group to participate
(completed by teacher)
• praise work and provide motivation

• correct errors

Reflection by Trainee Teacher: (Links to: Task 4A—Observation 6 / Task 4C—Reflection Paper)
How did you feel the session went? What went well? What would you do differently next time?
Consider WHS issues anticipated prior to lesson: are there any changes that need to be made for next time?
Type to enter text

classroom
Type to enter text

Park
park
river
city
dog
spider
Taiwanese crowded

Chinese quiet

beautiful green

public awful
raging brown

vast famous

big black

hunting terrible
small angry
Taiwanese beautiful Chinese

crowded public quiet

green awful raging

brown vast famous

big black hunting

terrible small angry

 pink wonderful attractive

valuable great awful

Thai terrible majestic

copper large tiny

yellow short squatty

French serene difficult

wooden warm modern

paper old ancient