Teaching Opposites (Beginner)
Objectives
Students will understand the concept of opposites.
Student will expand their vocabulary as they learn words/concepts that are opposites and use them in context.
Student will participate in dialogues, songs, TPR, games and activities that require verbal understanding and use
of opposites.
Vocabulary
opposite
big/small (little); short/long (tall); high/low; wet/dry; loud/quiet (soft); happy/sad; slow/fast; back/front;
empty/full; dirty/clean; hot/cold; top/bottom; open/shut (close); stand/sit; left/right; in/out; back/front;
above/below; sister/brother; son/daughter; male/female; mother/father; wife/husband; fat/thin [skinny]; new/old;
white/black; buy/sell; easy/hard; begin/end; girl/boy; man/woman; light/dark; strong/weak; cheap/expensive;
old/young; good/bad; difficult/easy, hard/soft, pretty/ugly, yes/no, poor/rich; clever/dumb; high/low; new/used;
up/down; awake/asleep, etc.
The number of pairs and their difficulty can be adjusted according to your class’s ability.
Materials
All vocabulary words on separate flashcards, everyday objects, and/or pictures to illustrate concepts
Push back desks and set up student chairs in a large circle if possible.
All words that are introduced should also be posted as some type of visual and students should pronounce
them several times.
Session 1
Probably the best way to build understanding of the concept of opposite is to demonstrate the concept rather
than try to define it. Model the relationship between several sets of opposites then introduce the word opposite.
Start with an easy pair such as big and small. Draw a large circle on the board and then a very small one (or
show two items that look the same but size is different). Point to the circles and say This circle is big or This
circle is small. This circle is not big—it is small, etc. Go on to ask, Which circle is big? Which circle is small?
Is this circle big? Is this circle small? (Encourage students to respond with complete sentences to describe each
circle.) Next go on to explain, Big is the opposite of small, and small is the opposite of big. Then, ask, What is
the opposite of small? What is the opposite of big? Have children name other objects in the room that are small
or big, using complete sentences such as This eraser is small. My finger is small. That desk is big. That
window is big. Then, reinforce concepts with the pattern The opposite of _________ is ___________. Also ask,
What is the opposite of . . . ?
Introduce more pairs using visuals or objects and flashcards—as many as you feel the class understands. Also
use physical action to communicate concepts, such as with slow and fast. For example, have the students start
walking around the circle of chairs in a slow manner, then gradually speed up to fast. Try to have every child
respond verbally during this session.
Put the children in groups each having a helper or a stronger student. Ask the groups to think of more pairs of
opposites that they might know. Have the leader write them down. Have every member (if possible) of each
group share new opposite pairs and you list them on the board. See which group contributes the most pairs. (If
students struggle with this activity, list one word of a pair and see if students can come up with the match.)
Let students know that when first break comes, kids leave the room—to get back in for session 2 they must
share a pair of opposites with you.
Session 2 - 3
Now have students use their new vocabulary words and concepts orally. Choose from these activities to keep
the kids talking and moving. Combine a variety of activities for each session. Start session 2 with a strong
activity that reviews the meaning of opposite and examples of opposites, like the rhythm game.
Opposites Song #1 (Tune: Do Your Ears Hang Low?) Discuss opposites that appear in the song. Add funny
actions for the class to perform.
Do your *ears hang low?
Do they wobble to and fro?
Can you tie them in a knot?
Can you tie them in a bow?
Can you throw them o'er your shoulder
Like a big strong soldier?
Do your ears hang low?
Do your ears hang high?
Do they reach up to the sky?
Do they wrinkle when they're wet?
Do they straighten when they're dry?
Can you wave them at your neighbor
With an element of flavor?
Do your ears hang high?
Do your eyes pop out?
Do they bounce all about?
Can you roll them „cross the carpet?
Can you call them with a shout?
Can you throw them o'er your shoulder
Like a big strong soldier?
Do your eyes pop out?
Do your eyes turn in?
Do you wear a silly grin?
Do they flop from side to side?
Do they put you in a spin?
Can you roll them at your neighbor
With an element of flavor?
Do your eyes turn in?
*Variations
Does your tongue hang down?
Does it flop all around?
Does your nose hang low?
Does it wiggle to and fro?
Opposites Song #2 (Tune: chorus of Patch the Pirate‟s I Love Broccoli)
Op-, op-, opposites,
O what a funny word!
Happy, sad, and slow and fast—
I know you‟ve heard.
Up and down, left and right
Morning, noon, and night
I‟m glad there‟s dark and light!
Op-, op-, opposites,
O what a silly thing!
Dirty, clean and long and short;
I hope you‟ll sing.
Open, close; hot and cold—
Different as can be.
Now name some more for me!
Jazz Chant and TPR #1
We can do opposites, opposites, opposites.
We can do opposites, follow me.
Top and bottom
(Point to top of head, then bottom of foot)
Front and back
(Touch front, then back)
Left and right
(Extend left arm, then right)
Up and down
(Point up and then down)
Loud and soft
(Shout and whisper)
Open and shut
(Open and close fists)
Stand and sit
(Stand up and sit down)
Hands in your lap!
(Put your hands in your lap)
Jazz Chant and TPR #2
Open shut them, open shut them. (Open and shut your hands)
Give a little clap, clap, clap. (Clap)
Open shut them, open shut them. (Open and shut your hands)
Put them in your lap, lap, lap. (Pat your legs)
Big and small. Big and small. (Spread your hands out wide, and then put them together close)
Big, big, big, big, small, small, small.
Big and small. Big and small.
Big, big, big, big, small, small, small.
Please/No thank you. Please/No thank you. (Clasp your hands under your chin as if asking for something, then shake your head &
wave your hand in front of face as if saying, "No thank you")
Please, please, please, please. No thank you.
Please/No thank you. Please/No thank you.
Please, please, please, please. No thank you.
Fast and slow. Fast and slow. (Move your hands round and round quickly, and then slowly)
Fast, fast, fast, fast, slow, slow, slow
Fast and slow. Fast and slow.
Fast, fast, fast, fast, slow, slow, slow
Loud and quiet. Loud and quiet. (Cup your hands around your mouth and shout, and then put your finger in front of your mouth
like you are saying, "shhhh")
Loud, loud, loud, loud. Shh! Quiet.
Loud and quiet. Loud and quiet.
Loud, loud, loud, loud. Shh! Quiet.
Opposites Rhythm
Have students seated in a circle. Teach them the “rhythm” motions— slowly slap lap twice with palms, snap
fingers on one hand and then the other (four beats).
All students keep in the rhythm. Then first person in the circle starts and says the phrase, for example,
Opposites, opposites, up, down. The next student on his right in the circle keeps in rhythm and says a new pair
of opposites (Opposites, opposites, fast slow) and so on. If a student can‟t think of a pair, he/she is out. See how
long students can stay in.
Who Has My Opposite?
Mix up vocabulary cards presented earlier in lesson (sets of opposites). Distribute one card to each student
without his showing card to others. When you say “go” students look for the person who has the card‟s opposite
match. Once they‟ve found each other, the pair should shout out the opposite words and begin a line at a
designated place. Once all pairs are found, have each pair repeat and show their oppposites.
Numbered Heads Together
Divide students into groups of four. Each child in group is numbered 1, 2, 3, or 4. Ask questions such as What
is the opposite of up? Then give a number from 1 to 4—the first person with that number to respond correctly is
the winner. Keep score on the board (have each group choose a name) and winners get a prize. Student must
respond in a quick sentence (The opposite of up is down.)
I’m Thinking of . . .
Play the “I‟m thinking of . . .” game with words the children have learned. For example: I’m thinking of a jar
that is not empty. What do you know about that jar? Then point to a child to obtain response: (It’s full!) Have
each child answer a question at random.
Charades
Split class into two teams. Play charades using a pair of opposites. Each team member takes a turn (alternating
teams) and acts out or show with their bodies the two words—no speaking used. Time each team to see how
long each takes to “solve” the same number of pairs.
Skits or Role Play (for better speakers)
Split class into pairs or group students so that each group has stronger speaker. Give each pair a set of
opposites (use vocabulary cards). They need to make up a short simple skit that uses the opposites during the
dialogue. Each kid must speak at least one sentence during the “skit” using a vocabulary word. Students may
write it down or just practice it orally together. Model different ways that the pair can utilize their opposites. For
beginner classes, you may want to put some model sentences on the board that the kids can use to get started or
create a dialogue (e.g., This _______ is very ________. That ________ is very ________.) Teacher and
assistants can demonstrate some examples and walk around and assist pairs. Add humor and fun! (More
advanced students can make up a commercial using their words.)
Example 1: Students have short dialogue using the words in context.
#1: I am so tired. I stayed up very late last night! (yawns and falls asleep)
#2: Why did you stay up late? Why didn‟t you go to be early?
#1: I wanted to watch a late show on the TV.
#2: I‟m glad I went to bed early!
Example 2:
#1: Hi! I‟m Mr. Fat (hold out arms like a round Santa and puff out cheeks). I‟m the opposite of Mr. Skinny!
#2 Hello! I‟m Mr. Skinny (suck in cheeks and hold arms close at sides up and down). I‟m the opposite of Mr.
Fat. But, if I keep eating, I will soon grow to be the opposite—like Mr. Fat!
#1: Yeah, we won‟t be opposites any longer!
Example 3:
#1: (speaks to person #2 who is squatting on floor) What are you doing down there?
#2: I don‟t know. What are you doing up there?
#1: Well, I like it up here. Do you like it down there?
#2: Yes, I love it down here—just the opposite of up there!
Go to Google Images and plug in some opposite pairs. You can come up with some interesting pictures!
big and little
up and down
tall and short
thin and fat
good and bad
old and young
back and front