Describir Textbook Look at the Drawing and Choose Which Adjective Describes Each Family Member.

Notes:

In this lesson students will use some common adjectives to depict things and sing a catchy song about describing animals.

Lesson Procedure:

Warm Up and Maintenance:

See our "Warm Upwardly & Wrap Upwards" page.

New Learning and Practice:

one. Introduce the adjectives
You are going to introduce the following adjectives past drawing pictures on the board: big / modest, long / brusk, fatty / thin, stiff / weak, fast / slow. Don't worry if you are not very artistic – even unproblematic line drawings will practice.

First start by drawing two lines vertically downwardly the board so you divide the board into three equal sections. And then practice the following for each prepare of adjectives:

• large / small: in the first section draw an apple (as shown beneath). Elicit "apple" and write "an apple" under the picture. And so, in the 2nd section, describe a really big apple – fill upwardly the whole section. Teach / Elicit "large" and write "a large apple" under the pic. Finally, draw a really minor apple in the last department, teach / elicit "modest" and write "a small apple".

  Chorus each of the phrases three times. Then erase the pictures of the big and small apples. Invite one student upward to the board and pointing in the middle section say "depict a big apple tree". Then invite another student up and say "draw a small-scale apple" pointing at the concluding department. Give each student a circular of applause.

  

For the residue of the adjectives, follow the aforementioned cartoon on the board process:

• long / short: draw a pencil (long and short).
  
• fat / thin: depict a cat (fat and thin).
  
• potent / weak: describe a man (stiff – with large muscles, weak – a stick human being with no muscles at all).
  
• fast / slow: draw a automobile (a fast, sporty motorcar, zooming around and an old, broken down machine with smoke coming out of the exhaust).

two. Play "Adjectives Pictionary"
Showtime by playing on the board so everyone understands how to play. Erase everything from the board except the ii vertical lines from the previous action. Invite three students to the board and stand them in front end of each bare section on the board and requite them a marking / chalk each. Say "Describe two sparse snakes and one fat snake". When the drawings are finished select a winner for the best moving-picture show. Play another round or two on the lath with unlike students (use different adjectives and nouns each round).

Side by side, put students into groups of three and give each pupil a large piece of newspaper to describe on. Shout out the adjectives to draw and requite everyone 1 minute to complete their drawings. At the end of i minute go everybody to hold upward their pictures – you lot are the judge and you take to select the all-time picture from each group of iii students as the winning picture. Then move onto the next drawings – play until all the adjectives have been adept. Here are some ideas for drawings:

• thin / fat snakes
  
• big / small houses
  
• fast / deadening snails
  
• long / brusk carrots
  
• stiff / weak animals (e.g. dogs, lions, elephants, etc.)

3. Sing "Let's Look at the Animals (Adjectives Song)"
At that place are ii options for this song – either listening and doing the worksheet or singing forth doing the gestures. Or you tin can do both! See the department below Gestures and activities for "Let's Look at the Animals".

Lyrics for "Let's Await at the Animals"

Chorus:
Let's await at the animals,
Look, Wait, Look! What'southward that?

Verse 1:
It's a bear and information technology's big.
It's a bear and it'due south big.
It's a big carry!

Chorus

Poesy 2:
It's a mouse and information technology'due south small.
It's a mouse and it's pocket-sized.
It'south a small mouse!

Chorus

Verse 3:
It's a snake and information technology's long.
Information technology'due south a snake and it's long.
It's a long snake!

Chorus

Poesy four:
It's a hippo and it's fat,
It'south a hippo and it's fat,
It's a fat hippo!

Chorus

Verse v:
It's a horse and it'due south fast,
It's a horse and it's fast,
It'due south a fast horse!

Chorus

Verse 6:
It's a lion and information technology's potent,
It's a lion and it'southward strong,
It'south a strong lion!

(download MP3 hither)

Gestures and activities for "Let's Look at the Animals"

There are ii options:

• Listening worksheet – use the "Permit'southward Expect at the Animals Song - Mind and Circumvolve" worksheet. Every bit you play the vocal students heed and circle the animal which all-time fits the description in the song.
• Actions. Get everyone to stand up up and do the following actions equally they sing along to the vocal:
• "Allow's expect at the animals, Wait, Look, Look!": put your palm in a higher place your optics as if you are looking into the distance
  
• "What's that?": indicate at an imaginary animal
  
• bear: act big and potent and show your claws
  
• mouse: act small and run around like a mouse
  
• snake: motion your torso like a slithering snake
  
• hippo: act large and fat (blow out your cheeks) and roar
  
• equus caballus: gallop around similar a horse
  
• lion: act big and strong and roar like a lion

Nosotros also have a video that you can stream in form to sing forth with (Cyberspace connexion required):

4. Play "Beast Races"
Now we volition have fun running across the room using the animal vocabulary in the song. Clear all the tables and chairs from the room. Line everyone up at one finish of the room and prevarication a rope across the other finish of the room (the finish line). This isn't going to exist an bodily race – there will exist no prizes for the get-go across the finish line, but prizes can be given for the all-time performance (stickers, stars adjacent to names on the form affiche, praise, etc.).

Start modeling the first "race": say "Run similar a large deport" and demonstrate running like a deport (roaring and clawing the air). Then start the race and give your prize to the best performance (at this point make information technology obvious that the fastest isn't the winner – the best operation wins!).

At present exercise more races:

• run like a large conduct
  
• run like a small-scale mouse
  
• slither similar a long ophidian
  
• wade across the river like a fat hippo
  
• gallop like a fast equus caballus
  
• hunt a deer similar a strong panthera leo

5. Do the "Adjectives – Draw the Opposites" worksheet
Sit everyone downwards at their desks and requite out the worksheets. Have the students draw the opposites. As they are working, circulate and ask questions (e.g. What is this?, Is this a slow horse?, etc.).

half dozen. Read classroom reader "Monster Friends"
We'll terminate the lesson with a fun story. Before class, download and impress off the reader "Monster Friends". As you lot become through each page, betoken to the pictures, elicit each of the different torso parts and adjectives. Have fun asking other questions as well, such as the different colors of the monsters, for example:

Teacher: (reading from the story) This is my friend Dullard (pointing at the motion-picture show). What color is Dodo?
Students: He'southward blueish!
Instructor: Yes, that's right! And look at his arms! Wow! He has ... (eliciting the adjective)
Students: Long!
Teacher: Aye! He has long artillery. And is he short?
Students: No, he'south tall!
Teacher: That's correct! He'due south much taller than Susie!

Go the students actually involved in the story by asking lots of questions and request them if anyone in the course has similar characteristics to the monsters (e.thou. the tallest student, the fastest student, etc.).

After reading the story, give out a reader worksheet to each pupil and accept everyone lucifer the monsters to their adjectives.  And so go through the answers every bit a form.

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Alternatively, watch our video version of the reader (Internet connection required):

Wrap Up:

i. Assign Homework: "Animal Adjectives – Write" worksheet.
ii. Wrap up the lesson with some ideas from our "Warm Upwards & Wrap Up" page.

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Source: https://www.eslkidstuff.com/lesson-plans/describing-things.html

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