| This is a great way to get your students to explore | | | | You could end up with ancient, enourmous, latin, |
| the variety of adjectives that can be applied to one | | | | religious, community, sacred, black, oily, thunderous, |
| noun. | | | | decomposing, unique as your set of adjectives. |
| Take any noun and write it on the board. | | | | Equally, you could end up with latest, pocket sized, |
| Ask your students to help you use adjectives to | | | | English version, thriller novel, train passenger, |
| sketch a clear picture of the noun. | | | | enthusiastically read, flashy, shiny, crisp, brand-new, |
| Ask questions and write the answers (adjectives) | | | | best-seller as your set of adjectives. |
| around the noun. | | | | It is really interesting to do this a few times with the |
| For example, if I wrote the noun "book" on the board I | | | | same noun to demonstrate how different adjectives |
| could ask the following questions. | | | | create a different noun. Of course, you could ask each |
| How old is it? | | | | student to write their own answers in a workbook and |
| How big is it? | | | | share these with the class. |
| What language is it written in? | | | | I think it is important to note that the aim isn't to create |
| What is the purpose or function of the book? | | | | a long list of adjectives that the students feel |
| Who owns it? | | | | compelled to stuff into one or two sentences. The aim |
| Is it valued or appreciated? | | | | is to explore the relationship between adjectives and |
| What color is it? | | | | nouns in a way that helps students understand that |
| What texture is its cover? | | | | each noun has its own characteristics and story that is |
| What sound does it make (when placed on a table or | | | | revealed by the adjectives the writer chooses. The |
| its pages are turned)? | | | | adjective set demonstrates the possibilities open to the |
| What condition is it in? | | | | writer. |
| How many others like it exist? | | | | |