Lesson Plan Presentation: Grammar – Adjectives and Adverbs

Subject:

English Grammar

Class:

JSS 3

Term:

First Term

Week:

Week 6

Age:

14-15 years

Topic:

Adjectives and Adverbs

Sub-topic:

Understanding the Use of Adjectives and Adverbs

Duration:

40 minutes

Behavioural Objectives:

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

1. Differentiate between adjectives and adverbs.
2. Identify the correct use of -ed and -ing adjectives.
3. Use adjectives and adverbs correctly in sentences.
4. Explain the role of adverbs in modifying adjectives.

Keywords:

Adjectives, adverbs, -ed adjectives, -ing adjectives, modification.

Set Induction:

Begin with a question: “What words do you use to describe how you feel or how something is done?” Encourage students to share examples.

Entry Behaviour:

Students should have a basic understanding of nouns and verbs.

Learning Resources and Materials:

• Whiteboard and markers
• Handouts with examples of adjectives and adverbs
• Worksheets for practice

Building Background/Connection to Prior Knowledge:

Review the previous lesson on verbs. Discuss how verbs interact with adjectives and adverbs in sentences.

Embedded Core Skills:

• Critical thinking: Analyzing word usage.
• Writing: Crafting sentences with correct grammar.

Learning Materials:

• Handouts containing definitions and examples of adjectives and adverbs.
• Worksheets for practice exercises.

Reference Books:

• Lagos State Scheme of Work for JSS 3 English Grammar
• English Grammar textbooks for JSS students

Instructional Materials:

• Flashcards with examples of adjectives and adverbs
• Sample sentences for group analysis

Content:

Adjectives: -ed or -ing?

• Adjectives can be formed from verbs and often end in -ed or -ing.
• -ed adjectives describe how you feel (e.g., tired, bored, disappointed).
• -ing adjectives describe what makes you feel that way (e.g., tiring, boring, disappointing).

Examples:

• I feel tired. (how I feel)
• Working in the garden all day is very tiring. (what makes me feel tired)
• I am bored. (how I feel)
• This grammar lesson is boring. (what makes me feel bored)

Adjective or Adverb?

• Adjectives describe nouns; adverbs modify verbs, adjectives, or other adverbs.

Examples:

• He’s a beautiful singer. → He sings beautifully.
• She’s a very quick runner. → She can run very quickly.
• He’s a careless writer. → He writes carelessly.
• Adverbs can also provide extra information about adjectives.

Examples:

• I am extremely happy in my new job.
• She’s in hospital with a seriously injured neck.

Using Adjectives with Certain Verbs

• After certain verbs (e.g., be, become, seem, look, taste, smell), use the adjective, not the adverb.

Examples:

• She doesn’t seem happy today.
• Don’t be stupid!
• This meat tastes bad.

Adjectives and Adverbs

Understanding Adjectives and Adverbs

Adjectives: -ed or -ing?

In English, many adjectives are formed from verbs by adding -ed or -ing. It’s important to understand the difference between these two forms:

• -ed Adjectives: These describe how you feel. They are used when you talk about your emotions or reactions.
  • Examples:
    • I feel tired.
    • I am bored.
    • She was disappointed.
    • I’m interested in Ancient Egypt.
    • He was shocked.
    • I’m very confused by this film.
• -ing Adjectives: These describe what causes your feelings. They explain what makes you feel a certain way.
  • Examples:
    • Working in the garden all day is very tiring.
    • This grammar lesson is boring.
    • Her math test score was disappointing.
    • I think Ancient Egypt is interesting.
    • He found your behavior shocking.
    • This film is very confusing.

Adjective or Adverb?

Most adverbs have a different form than their corresponding adjectives. Knowing whether to use an adjective or an adverb is essential for clear communication.

• Adjectives describe nouns (people, places, things).
• Adverbs describe verbs (actions) and explain how things are done.

Examples:

• Adjective: He’s a beautiful singer.
  Adverb: He sings beautifully.
• Adjective: She’s a very quick runner.
  Adverb: She can run very quickly.
• Adjective: He’s a careless writer.
  Adverb: He writes carelessly.
• Adjective: She’s a good worker.
  Adverb: She works well.

Using Adverbs with Adjectives

Adverbs can also provide more information about adjectives or other adverbs. Here are some examples:

• I am extremely happy in my new job.
• She’s in hospital with a seriously injured neck.
• It’s incredibly easy to make a mistake when knitting.
• The girl climbed dangerously high up the tree.
• Because of the thick fog, I drove extremely carefully.

Adjectives After Certain Verbs

After some verbs, such as be, become, seem, look, taste, smell, etc., you should use the adjective form, not the adverb. Here are some examples:

• She doesn’t seem happy today.
• Don’t be stupid!
• This meat tastes bad.
• Those flowers smell strange.

Evaluation:

Task: Write five sentences using both adjectives and adverbs correctly. Make sure to use at least two -ed or -ing adjectives in your sentences.

Class Activity Discussion:

Assignment:

Create a short paragraph describing your favorite activity, using at least three adjectives and three adverbs correctly.

Guided Questions:

• How do adjectives change the meaning of your sentences?
• Why is it important to use the correct form of words (adjective vs. adverb)?

Teacher’s Activities:

• Explain the difference between adjectives and adverbs.
• Provide examples and guide students through practice exercises.
• Facilitate discussions on common mistakes and how to avoid them.

Learners’ Activities:

• Complete practice worksheets identifying and using adjectives and adverbs.
• Share their paragraphs in pairs or small groups for feedback.

Assessment:

Evaluation Questions:

1. What is the difference between an adjective and an adverb?
2. Give two examples of -ed adjectives and two examples of -ing adjectives.
3. In the sentence “She sings beautifully,” identify the adjective and adverb.
4. Write a sentence using “confusing” correctly.
5. Explain when to use an adjective instead of an adverb after certain verbs.

Conclusion:

Review the key points about adjectives and adverbs. Distribute handouts for additional practice and allow students to ask questions. Go around to mark their sentences and provide constructive feedback. Encourage students to use adjectives and adverbs effectively in their writing.