*This is the first lesson in the lesson series on: Life Changes & The Many Uses of "Get".

OVERVIEW & OBJECTIVES

This ESL lesson plan on get + adjective offers engaging activities, PDF worksheets, and digital materials designed for B1 students. In this lesson, students will:

• Talk about everyday life changes using guided speaking questions and image prompts.
• Learn vocabulary related to common life changes such as seasons, emotions, and prices.
• Understand how get + adjective expresses change in situations, feelings, and conditions.
• Practice forming sentences with get + adjective in different tenses through structured tasks.
• Discuss real-life changes in a communicative activity using personalized examples.

WARM-UP ACTIVITY

Students begin this ESL lesson plan on get + adjective by looking at pairs of images that show different situations. They discuss what has changed between each pair. The images show common everyday changes such as seasonal weather, work situations, rising prices, and life events. As they describe what they see, students naturally start to talk about how things become different over time.

Next, students discuss several questions about change in daily life. Topics include seasonal changes, mood and energy during the day, rising prices, and life events such as relationships or marriage. These discussion questions encourage students to share their own experiences and opinions while thinking about how situations develop or change.

In the final part of the warm-up, students read several example sentences that describe different types of change. They categorize each sentence according to the type of change it describes, such as environmental changes, emotional or physical changes, economic changes, or life changes.

TARGET LANGUAGE STUDY

Students read a short set of example sentences about changes in Marissa’s life. These examples highlight how English speakers use get + adjective to describe situations that become different over time. Through guided questions, students identify that an adjective follows “get” and that the phrase usually means “become” when describing a change in condition or feeling.

After exploring the examples, students analyze how the structure works in different time contexts. They match sentences to descriptions that explain whether the change is happening now, happened in the past, started earlier and continues today, or is expected in the future. This step helps students understand that get + adjective can appear in many tenses when talking about changes.

PRODUCTION PRACTICE

Students begin by describing visual prompts that show everyday situations becoming different over time. Using prompts and clues from the images, they write sentences with get + adjective to describe each change. 

Next, students complete a set of sentences about events in Elvin’s life. Each sentence requires them to choose an appropriate adjective and use the correct verb form of get. The situations include common experiences such as becoming frustrated with new software, getting stronger from exercise, or a neighborhood becoming busy in the evening.

In the final part of this section, students return to earlier warm-up examples and rewrite them using get + adjective where possible. 

TALK ABOUT THE CHANGES AROUND YOU

Students begin by thinking about several changes in different areas of life such as personal development, emotions, technology, or economic conditions. Using prompts and a list of adjectives for support, they create their own examples of changes that are happening now, happened in the past, or may happen in the future.

After preparing their ideas, students work with a partner or their teacher to discuss the changes they wrote. They take turns explaining their examples and asking follow-up questions using get + adjective structures. 

BENEFITS OF USING THIS GET + ADJECTIVE ESL LESSON PLAN

• Builds confidence when students talk about change in everyday situations.
• Introduces a highly common structure used in natural English conversation.
• Combines grammar discovery with speaking and communicative practice.
• Connects language learning to real-life topics students recognize easily.
• Includes clear scaffolding that moves from noticing patterns to fluency practice.