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Lesson Overview

Duration: 180 minutes (3 hours)
Class size: 30 Adult ESOL students
Level: Entry Level 2 (National Curriculum for England – ESOL Framework)
Topic: Adjectives and Adverbs
Location: UK
Focus: Identification, reading, writing, and speaking practice of adjectives and adverbs, with respect to turn-taking and listening skills.

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National Curriculum Links

• English – Speaking, Listening and Communication
  • Listen attentively to spoken language and show understanding by joining in and responding.
  • Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
• English – Reading
  • Develop phonic knowledge and skills, recognising words automatically.
  • Develop strategies to read for meaning and identify word types in context.
• English – Writing
  • Write simple sentences dictated by the teacher, using commonly used structures and basic punctuation.
  • Use correct grammar for word types such as adjectives and adverbs.
• Personal, Social and Emotional Development
  • Respect and practice turn taking and active listening in group activities.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Identify adjectives and adverbs in spoken and written English with 80% accuracy.
2. Use adjectives and adverbs appropriately in simple sentences orally and in writing.
3. Apply correct spelling rules for common adjectives and adverbs within short paragraphs.
4. Demonstrate respectful listening and turn-taking skills during pair and group activities.
5. Differentiate between adjectives and adverbs through reading activities.
6. Use adjectives and adverbs to describe people, places, and actions confidently.

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Success Criteria

• Successfully identify adjectives and adverbs in both spoken and written texts.
• Produce clear, simple oral sentences using adjectives and adverbs.
• Write sentences incorporating at least two adjectives and two adverbs correctly.
• Listen carefully to instructions and peers, demonstrating turn-taking without interruption.
• Respond appropriately to questions verbally, using adjectives and adverbs.
• Complete extension or differentiated activities according to individual level.

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Resources

• PowerPoint presentation (provided by teacher; includes definitions, examples, visuals)
• Worksheets: identification exercises, sentence building, gap fill, writing prompts
• Flashcards with adjectives and adverbs (dyslexia-friendly font, coloured backgrounds)
• Audio recordings for listening tasks (clear articulation)
• Whiteboard and markers
• Labels for classroom objects (adjectives/adverbs description)
• Timer (to support turn-taking)
• Dyslexia-friendly reading text (large font size, sans-serif, spaced layout)

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Lesson Structure

Part 1: Introduction & Identification (60 minutes)

1.1 Starter Activity – Setting the Scene (10 mins)

• Tutor shows photos or objects and asks simple adjectives/adverbs questions:
  • “What colour is this?” (adjective)
  • “How does she run?” (adverb)
• Students respond orally in pairs, practising turn-taking.
• Tutor explains the lesson’s aims clearly.

1.2 PowerPoint Presentation – Definitions & Examples (15 mins)

• Show slides defining adjectives and adverbs in simple language with visuals.
• Examples:
  • Adjectives: big, blue, happy
  • Adverbs: quickly, very, well
• Emphasise adjectives describe nouns; adverbs describe verbs, adjectives or other adverbs.

1.3 Guided Identification – Spoken & Written (20 mins)

• Play short audio clips (e.g., simple sentences using adjectives and adverbs). Students listen and identify examples.
• Worksheet 1: Highlight adjectives and underline adverbs in short sentences.

1.4 Group Discussion – Comparing Adjectives and Adverbs (15 mins)

• Students discuss in groups: “How are adjectives and adverbs different?”
• Tutor supports vocabulary and prompts turn-taking.

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Part 2: Reading and Writing Practice (60 minutes)

2.1 Dyslexia-Friendly Reading Activity (15 mins)

• Provide text where adjectives and adverbs are highlighted in different colours.
• Students read individually or in pairs.
• Worksheet 2: Match adjectives and adverbs from text with definitions or pictures.

2.2 Writing Sentences with Adjectives and Adverbs (20 mins)

• Tutor models writing sentences using common adjectives and adverbs.
• Students write 5 simple sentences about themselves or objects around using adjectives and adverbs.
• Peer pairing: share sentences, give feedback on correct use.

2.3 Differentiated Sentence Construction (20 mins)

• Level 1 (Developing): Fill in the blanks with appropriate adjectives or adverbs (sentence starters provided).
• Level 2 (Secure): Create sentences independently using a word bank.
• Level 3 (Advanced): Write short paragraph (5-7 sentences) incorporating adjectives and adverbs accurately.

2.4 Spelling Focus (5 mins)

• Brief activity reinforcing common patterns (e.g., adding -ly to adjectives to form adverbs).
• Mnemonic aids shown on board.

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Part 3: Speaking, Listening & Turn-Taking (60 minutes)

3.1 Turn-Taking Game: Describe and Guess (20 mins)

• In pairs: Student A describes a photo/object using adjectives and adverbs; Student B guesses the subject.
• Swap roles.
• Timer used to support turn-taking and encourage clear listening.

3.2 Role-Play: Everyday Situations (20 mins)

• Students work in groups of 3-4.
• Scenarios (e.g., at the market, talking about weather, describing a person) provided.
• Each student contributes at least one sentence with an adjective and one sentence with an adverb.
• Peer and tutor feedback on language and listening skills.

3.3 Whole-Class Listening and Responding (15 mins)

• Tutor reads sentences aloud with adjectives and adverbs.
• Students respond verbally with a sentence of their own using a new adjective or adverb.

3.4 Reflection and Success Check (5 mins)

• Oral quiz using thumbs up/down to self-assess confidence in identifying and using adjectives and adverbs.
• Tutor summarises key learning points, praises effort and progress.

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Differentiation Strategies

• For Lower Ability Learners:

  • Use more visuals, realia, and oral repetition.
  • Sentence starters and word banks for writing.
  • Paired work with stronger peers.

• For Higher Ability Learners:

  • Challenge with complex sentence structures and paragraphs.
  • Extension worksheet requiring substitution of adjectives/adverbs for synonyms.
  • Encourage use of more uncommon examples in speech.

• Learners with Dyslexia:

  • Dyslexia-friendly fonts and colour coding in worksheets and reading texts.
  • Extra time provided for reading and writing tasks.
  • Auditory reinforcement via recordings.

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Extension Activities (For Advanced Learners)

• Write descriptive paragraphs about a picture focusing on vivid adjectives and precise adverbs.
• Create short dialogues incorporating comparative and superlative forms of adjectives and adverbs.
• Peer teach a mini-lesson on adjective and adverb usage to small groups.

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Assessment and Feedback

• Formative assessment through observation during speaking activities and worksheet completion.
• Verbal feedback focusing on accuracy of word use and respectful listening.
• Self-assessment using success criteria and reflection quiz.
• Record progress in individual learning logs.

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Appendix

Worksheet Samples (Adapted for Entry Level 2)

1. Worksheet 1 – Adjective and Adverb identification
   Example: Underline the adverbs and highlight the adjectives:

   • The big dog runs quickly.
   • She sings beautifully.

2. Worksheet 2 – Reading match-up
   Match words to pictures and definitions (e.g., slow = adverb describing action; red = adjective describing colour).

3. Worksheet 3 – Fill the blanks & sentence building

   • The ______ cat jumped ______. (Adjective & adverb blanks)

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This lesson plan is designed to engage adult ESOL learners actively and respectfully, promoting inclusive and scaffolded learning inline with statutory UK curriculum guidance for Entry Level 2 ESOL provision.