| 1. Students place adjective cards in appropriate | | | | and then place it somewhere in the classroom. |
| places in the classroom. | | | | - For a noisier, more active version of the game, |
| - Choose twenty or more adjectives and write | | | | take your class outside. The groups can race to |
| each one on a piece of piece of paper or card. | | | | find places for their adjectives in the playground. |
| For example you could write happy, cold, fluffy, | | | | 2. Students race to think of adjective types. |
| disappointed and wooden. | | | | - Divide the class up into small groups |
| - Divide the class up into small groups. | | | | - Give each group a large poster size piece of |
| - The challenge for each group is to take four or | | | | paper and a handful of markers (you can use A4 |
| five of the adjectives and place them in the | | | | paper and pencils but poster paper and markers |
| classroom. "Happy" could go on a student who is | | | | are more fun). |
| having a birthday, "cold" could go on the air | | | | - Ask the students to fold the paper into 4. This |
| conditioner, "fluffy" on a stuffed toy, | | | | allows the game to be played four times. |
| "disappointed" on a sad picture on the wall and | | | | - The teacher chooses an adjective type and |
| "wooden" on a chair. Give each group a different | | | | each group has to write down as many |
| set of adjectives. | | | | adjectives as possible in 3 minutes (or whatever |
| - To keep the noise down each group could | | | | time the teacher decides). Adjective types could |
| complete the task silently while the class watches | | | | be colors, emotions, texture, sound, size, origin, |
| and the teacher keeps track of the time. | | | | number or smell. You could also choose things to |
| - The group that finishes the task in the shortest | | | | do with the ocean, the rainforest, pets, gardening, |
| time wins. | | | | transport or any other subject. |
| - To introduce the game or if you have a lower | | | | - Each group scores a point for any adjective and |
| grade, you could ask students, one at a time, to | | | | three points for an adjective that no other group |
| come to the front of the class, take an adjective | | | | has. |