They will basically only play them and ask them to write all the adjectives that each song (or song) gives them the feeling. Be sure to select different fragments of pieces that reflect different emotions. You can also use adjectives to describe the rhythm, rhythm, mood and movement of the music itself. You can also ask each of your students to give you a certain amount of adjectives that describe the classroom (their home, family, garden, dog, winter, spring, park, etc.) and you write them in the table. Then ask them to choose some of these adjectives and use them to describe something else. Just remind them of the name agreement and adjective. So start reading and select the best activities to fit your class. You can always add a little bit of your own creativity and give a personal touch to your lesson. First, there is a package of grammar and vocabulary, because students need in-depth explanations.
This French adjective package has a French and English version. This means that it is ideal for the first time or as an exam for advanced learners. Students receive notes and vocabulary pages on which they can write and practice in detail the concepts presented. What do you do with it now? Do you feel like you`re ready to give them a fun grammar lesson without them even realizing it? 1. Lesson Plan – adjective chord and verbs LLEVAR, VESTIR, PONER – clothes, colors, awards [MEMBERS] – First, students learn the names of a significant number of colors and clothing through two videos. Later, they watch a third video in three parts: with the first part, they practice and expand their vocabulary on clothing; Then, with the second, they complete a table on the adjective agreement with the substantives. Then they discover the verbs vestirse, ponerse and llevar. Finally, in the third part of the last video, students learn to ask for prizes and answer and practice both vocabulary and adjective agreement by describing which models wear and what prices the clothes charge.
As with age-old museum activities, it is important that your students have learned some food vocabulary in advance. You can either give them a list to study in a previous class, or you can do this activity after each lesson you`ve talked about about food, just make your vocabulary much richer. Basically, they have to find an adjective describing a number of elements. For example, what do an elephant, a whale and a bear have in common? They`re big. First there are posters with male and female adjectives: the idea is not to stop to think, but to sink. And how can they do that? Give them a “secure letter” — an ordinary letter like one or a s — and tell them that every time they get stuck, instead of thinking, they have to write the first word that appears in their head and start with the secure letter. In this case, the word “safe” should not be an adjective. It is just one method to help them find the river. When the time comes to an end, ask them to write an adjective to match any “safe” word they have written.