Speaking:
Describe & Guess
Grouping:
Time:
Pairs → Whole class
15 minutes
Aim
Students will use basic adjectives to describe and guess objects, people, or animals.
Materials
• A set of picture flashcards (e.g., different people, animals, objects).
• A list of basic adjectives (e.g., big, small, happy, sad, tall, short, fast, slow, hot, cold).
Preparation
• Prepare a set of flashcards with images that clearly illustrate adjectives.
• Write a few example descriptions on the board (e.g., “It is big and strong.”)
Activity Breakdown
1. The teacher models by describing a picture without showing it (e.g., “It is small and brown. It is an animal.”).
2. Students guess what it is.
3. Students work in pairs, taking turns describing a picture while their partner guesses.
4. The teacher elicits and reviews correct adjective use.
Instructions
1. Look at the picture. Do not show it.
2. Describe it using two adjectives (e.g., “It is __ and __.”).
3. Your partner guesses.
4. Change roles. Try again.
5. Share your answers with the class.
Concept Checking Questions
• “Can we say ‘a small elephant’?” (No, elephants are big!)
• “What is the opposite of ‘hot’?” (Cold)
Examples
• “It is big and strong.”
• “It is small and soft.”
Extensions/Varations
• Easier: Provide adjective choices.
• Harder: Students describe without naming the object.
Error Correction
• Teacher models correct adjective placement before nouns.
Writing:
Describe Your Dream House
Grouping:
Time:
Individual → Pairs
15 minutes
Aim
Students will write simple sentences describing a house using adjectives.
Materials
• Worksheet with a simple house outline.
• Word bank of adjectives (e.g., big, small, new, old, blue, green, beautiful).
Preparation
• Provide a word bank of adjectives.
• Model a few example sentences.
Activity Breakdown
1. Students draw a simple house.
2. They write 4–5 sentences describing it using adjectives.
3. They share descriptions with a partner.
4. Some students read their sentences aloud.
Instructions
1. Draw your dream house.
2. Write 4–5 sentences about it.
3. Check your writing.
4. Show your house to a partner.
5. Read one sentence aloud.
Concept Checking Questions
• “What is the opposite of ‘big’?” (Small)
• “What color is the sky?” (Blue)
Examples
• “My house is big and beautiful.”
• “It has a small, red door.”
Extensions/Varations
• Harder: Students write a paragraph instead of separate sentences.
Error Correction
• Teacher corrects adjective placement and spelling.
Listening:
Match the Description
Grouping:
Time:
Individual → Pairs
15 minutes
Aim
Students will listen to sentences with adjectives and match them to pictures.
Materials
• A set of pictures illustrating adjectives (e.g., happy person, small cat, tall tree).
• A recorded or read-aloud script with sentences describing the pictures.
Preparation
• Select or create 10 simple sentences using adjectives.
Activity Breakdown
1. The teacher reads or plays a sentence (e.g., “The cat is small and white.”).
2. Students point to the correct picture.
3. They check answers with a partner.
4. The teacher confirms and reviews the adjectives.
Instructions
1. Listen to the sentence.
2. Find the matching picture.
3. Point to it.
4. Check with a partner.
5. The teacher shows the correct answer.
Concept Checking Questions
• “If I say ‘The elephant is big,’ do I point to a small or big animal?” (Big)
• “What color is a banana?” (Yellow)
Examples
• “The boy is happy.”
• “The house is big and red.”
Extensions/Varations
• Easier: Fewer pictures, exaggerated gestures from the teacher.
• Harder: Students write the sentence after listening.
Error Correction
• Teacher repeats correct sentences and highlights adjective use.
Reading:
Adjective Hunt
Grouping:
Time:
Pairs
15 minutes
Aim
Students will find adjectives in a short text and categorize them.
Materials
• A short, simple paragraph with adjectives.
• Colored pencils or highlighters.
Preparation
• Write or print a paragraph containing various adjectives.
Activity Breakdown
1. Students read the text silently.
2. They underline all adjectives.
3. In pairs, they sort adjectives into size, color, emotion, and other.
4. The teacher reviews the answers with the class.
Instructions
1. Read the text.
2. Find adjectives. Underline them.
3. Sort them into groups (size, color, emotion).
4. Check with a partner.
5. The teacher checks answers.
Concept Checking Questions
• “Is ‘blue’ an adjective?” (Yes)
• “Does ‘elephant’ describe something?” (No, it’s a noun.)
Examples
• “The small boy is happy.”
• “The red apple is on the big table.”
Extensions/Varations
• Harder: Students replace adjectives with synonyms.
Error Correction
• Peer correction before teacher feedback.