Maria Bedrossian  Basic  Intermediate  Advanced

Grammar Lesson
Descriptive language: adjectives and adverbs
Link to Micro Lesson: https://www.youtube.com/watch?v=8u_TrRb9nzc

Business/Materials Lesson Objectives

 Tablets/laptops  Students will state why, where and
 Worksheet 1- when adjectives and adverbs are used
https://en.islcollective.com/resources/  Students will identify adjectives and
printables/worksheets_doc_docx/adje adverbs
ctives_and_adverbs_the_logical_song  Students will use adjectives and
/adjectives/80961 adverbs to describe nouns and verbs
 Flashcards (see below)  Students will write a descriptive essay
or give a 4 minute talk on a topic of
their choice
Warm-up and Objective Discussion
Warm Up
 Recap last week’s lesson on verbs and nouns. Ask one student to recap nouns and
another verbs. Invite them to the front of the class (they will get points for this)
 Define the word ‘describe.’
 Discuss when do we describe things/series of events/experiences (talking about our
holidays, talking about favourite experiences, favourite food etc.)
 Ask students if they know what descriptive words are called in English (one for nouns
and one for verbs). This allows you to infer students’ current knowledge on topic.

Objective Discussion
 share today’s objectives
 talk about the relevance of today’s objectives to everyday speech/writing

Instruct and Model  R  W  L  S

 Divide the board into adjectives and adverbs. Divide the class into two (class of 14)
and task each group to do the following using the internet.
o Define adjectives/adverbs
o What do adjectives/adverbs describe
o In what kind of speech/writing would we use adjectives/adverbs
o Give an example of 5 adjectives/adverbs
o Pick a 2 minute song and identify adjectives/adverbs in the song
 Once everyone is done, each group shares their answers on the board (check for
accuracy of information).
 For the song, play group 1’s song on loudspeaker and ask group 2 to identify the
adjectives then compare group A’s answers with group B’s. Switch.
Ensure that everyone in the classroom has a chance to speak and participate.
Maria Bedrossian

Guided Practice  R  W  L  S
 handout worksheet 1. Read the reading as a class (ask students who would like to read out
loud) and do the first question of each part of the worksheet as a class to model for
students.
 Students work in pairs to complete the worksheet then as a class correct it.
Independent Practice  R  W  L  S

 Handout flashcards with a word at the back. Go around the class, get students to turn their
flashcard, look at the word, and say a sentence using one adjective and one adverb
describing the word. Students say their sentences out loud.
 students have a choice of writing a two page descriptive essay or talking about a topic of
their choice (descriptive speech) for 4mins. Help each student identify his/her strength. I
have decided to give students an option to cater to their learning needs. (students have
already covered descriptive essays and speeches. This exercise checks for integration of
adjectives/adverbs).
 Then students create a mind map for their essays/speeches. Encourage them to use Xmind
so that they can share their minds maps with you before proceeding with their
essays/speeches.
Assessment  R  W  L  S

 students complete their mind maps for homework, you give them feedback, then they
proceed with their essays/speeches. For those writing essays, they’ll receive a grade for
their writing and those choosing to speak will present next lesson and receive a grade.

Flashcard Words

 Pencil
 Earth
 Tie
 Dinosaur
 Jug
 Piano
 Jazz
 Lamp
 Street
 Wig
 Earth
 Car
 Family
 Cat