Andreina Paez Andreina Paez

Lexis lesson (TP4)
Upper Intermediate level


In this lesson students learn about forming adjectives through guided discovery. They will practice the target language in the context of offering advice.


Main Aims

  • To introduce learners and have them practice forming adjectives in the context of offering advice.

Subsidiary Aims

  • Learners will have also practiced accuracy in the use of target language.
  • Learners will have also practiced their fluency for speaking in the Post-task discussion.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T displays images on screen related to different moods and offering advice. T asks How would you describe these people? What would be an advice for them? Ex: Would you consider her a pessimistic person? (NO) Does he seem motivated? (NO) T elicits a few ideas from learners. T conducts OCFB

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T displays the text and asks a student to read the instructions: Which word is blanked out? T provides Jamboard link for students to discuss in Breakout Rooms (5 min). Ss come back to the main session and T displays the answer for ss to check. T answers the questions ss may have.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T displays the text and asks a student to read the instructions: What do the words in bold mean? CCQs: Are they marking an action? (NO) Are they naming objects or people? (NO) Are they describing objects or people? (YES). T asks a student to read the first instruction: Classify the adjectives: those with suffixes and those with prefixes. Ss have a few minutes to complete the task together (no more than 3 min). T asks What does this suffix/ mean? CCQs: -less: Does it mean it has a lot of st? -ful: Does it mean it has a little of st? -ed and -ing related to feelings: What is the difference? Which one describes how the subject feels? Which one describes the situation that makes the subject feel that way? -able: Does it mean it is capable of st? -al: Does it mean it belongs to st? un-, in-, and dis-: Do they mean the same thing or just the opposite? T asks a student to read the second instruction: Where is the adjective placed?. Ss have 3 min to complete the task together. T practices intonation in noun phrases provided as examples (ask each ss to repeat). T practices pronunciation in adjectives ending in -ed (asks each ss to repeat).

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T provides a word document for CP. Instructions: Complete the adjectives in bold with the correct prefix or suffix from the box below. Ss work in BR for 7 minutes. T displays answers for ss to check and conducts OCFB. T displays these questions for ss to discuss: What are the characteristics you admire the most in people? What features do you find the most annoying in someone? What would be your advice for them to be better? T demos with one student: I can’t stand people that complain about everything. Learners work in BR and discuss. Learners switch groups as many times as possible as time allows.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T conducts DEC following up on the productive stage. T writes on the screen samples of learners’ production and sets a task for learners to identify the correct and incorrect sentences and correct the latter ones. T conducts OCFB.

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