Adjective Phrases Introduction Lesson Plan

Goals:
 Students will be able to describe someone they know while utilizing adjective
clauses.
 Students will practice their English speaking and writing skills through group and
individual exercises.
 To help students to understand the concepts regarding the use of adjective phrases

Objectives:
 To practice speaking and writing while making use of adjective clauses and
phrases.
 To introduce the concept of how an adjective phrase is used.
 To practice reducing clauses into phrases to help students gain a deeper
understanding of their usage in writing and speaking.

Materials:
 PowerPoint explaining warm-up exercise.
 Whiteboard and felt pens.
 PowerPoint explaining Adjective Phrases with example sentences.
 Phrase reduction worksheets.
 Overhead Projector
 Poster Paper
 PowerPoint Explaining Activity 2 with example sentences.

Procedure:
 Warm-Up: Describe Someone You Know And Adjective Phrases Introduction
(15 min);
1. T. splits the class up into 5 groups of varying cultures using numbers 1-5.
2. T. explains that SS must use their phones to find at least three pictures of someone
important to them. (friends, family, pets etc.)
3. T. explains that students must write 5 to 10 sentences using adjective clauses
describing the person/thing in their pictures. SS. then take turns sharing their
descriptions and pictures with their group. Instructions and example sentences
provided via PowerPoint.
4. After T. has observed that most all SS. have completed their sentences and shared
with each other, T. will ask SS. at random to present a few of their sentences,
writing them down on the whiteboard as they are heard.
5. T. explains concept of an adjective phrase and how some clauses can be reduced
into adjective phrases. T. will then go through a few of the example sentences the
SS. have provided and attempt to reduce them or explain why they cannot be
reduced. T. explains significance of 'be' verb when using phrases.
  Activity 1: Adjective Phrase Practice Worksheet Exercise (20 min);
1. After T. has shown how some clauses can be reduced into phrases utilizing the
SS. sentences from the warm-up, will show a PowerPoint further explaining how
phrases are used.
2. T. then hands each SS. an adjective phrase worksheet that contains a short
explanation of how to use adjective phrases as well as 10 sentences that use
adjective clauses that the SS. must reduce into phrases.
3. After an allotted amount of time T. will go through worksheet via overheard
projector with class.

 Activity 2: Country Pros and Cons (15min);

1. T. explains next activity: SS. are to remain in their groups from the warm-up
activity and each will be given a poster paper. The SS. are to work together to
come up with sentences to describe a few pros and cons of living and studying in
Canada. They are to write their answers on the poster paper dividing each pro and
con into their respected categories.
2. After SS. have written several pros and cons, it is then their objective to combine
as many sentences as they can utilizing adjective phrases. Example sentences will
be provided via PowerPoint.
3. SS. are to continue writing pros and cons and attempting to combine them until
the end of class. T. will assist and observe as needed to help SS. to be successful.

Evaluation:
 Informal evaluation/monitoring of SS. use of adjective clauses and phrases in
speaking and writing as T. observes individual and group work of exercises 1 and
2.
 Informal evaluation as T. actively reads SS. poster sentences of activity 2.
 Formal evaluation regarding SS. use of Phrases from reading of completed
worksheets from activity 1.