| Here are some instant lesson ideas that you can use | | | | introduce other challenges for individual or groups of |
| to teach your primary/elementary students adjectives. | | | | students. |
| They will compliment your printed worksheets or | | | | Here are some possibilities:a) Write the alphabet down |
| grammar workbooks. You can use them as | | | | vertically on a page and then write down an adjective |
| introductory or extension activities. The best thing | | | | that starts with each letter of the word.b) Who can |
| about them is that they don't require any preparation. | | | | write down, in five minutes, the most adjectives you |
| 1. WHAT IS AN ADJECTIVE? | | | | can use to describe a person. On your marks gets set |
| This is a simple way to introduce or revisit the concept | | | | go! The topics for this are endless - weather, feelings, |
| of adjectives. Ask your students to write down the | | | | water, animals, clothes.c) Draw 5 columns on a page |
| definition of adjective without any help from you. Ask | | | | and write each of the senses as a heading (touch, |
| those students that want to, to read their definition out | | | | sight, smell, hearing, and taste). Now, write as many |
| loud to the class. Discuss these with the class and | | | | adjectives that relate to each sense as you can. |
| then write the best one on the board for the whole | | | | 3. PARAGRAPH AUTOPSY |
| class to make a copy of. You could also do this as a | | | | Choose any paragraph from any book your students |
| small group challenge. The group with the best | | | | have been using and write out the adjectives in it. |
| definition could place it on the class notice board. Each | | | | Discuss what type of adjectives they are. Can they |
| student could then write 1 or 2 adjectives to be placed | | | | be grouped? What senses do they explore? Are |
| under this. To control the size of the words you can | | | | there other adjectives that mean the same thing? Do |
| fold a piece of A4 paper into 4 strips and ask each | | | | all the students know what they mean? Read the |
| student to write their adjective on one of the strips, in | | | | paragraph without the adjectives and discuss whether |
| bold colorful letters. | | | | the meaning has changed. |
| 2. THINKING OF ADJECTIVES. | | | | 4. ADJECTIVE OPPOSITES |
| This is a simple way to start your students thinking of | | | | Write a list of adjectives on the board. Ask the |
| different adjectives. Ask them to write the word | | | | students to write down these adjectives and then |
| ADJECTIVE vertically on a page and then write an | | | | write an opposite adjective for each one (happy |
| adjective that starts with each letter of the word (eg, | | | | unhappy, angry/peaceful). If you want to take this |
| angry, dowdy, jagged, excited and so on). I know you | | | | further your students could then write two adjectives |
| may be thinking that this is an overused activity but it is | | | | that mean the same thing (eg. angry, furious, mad, livid |
| a great way to spark creativity and the students | | | | or happy, joyful, serene, giddy). |
| always enjoy it. When that is done you can easily | | | | |