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Intro to adjectives
A2 level


This is the first part of a unit that will include graders and adverbs. (In preparation for a lesson on comparatives)


No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of adjetives in the context of trendy high tech products

Subsidiary Aims

  • To get Students familiarized with the online platforms and the sort of activities we'll be using during our lessons
  • To provide speaking practice in a persuasive presentation in the context of trendy products


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

Ss will we shown a picture Asj Ss. Do you think these products are trendy? Are they high Tech?. Do you have any of these products? Do you buy a lot of high tech products? Then we'll play "I spy" T will start prompting: I spy green product. I spy one fragile product. I spy two identical objects. I spy three similar objects... Then pattern changes and Ss prompt

Highlighting (3-5 minutes) • To draw students' attention to the target language

T shows a word cloud with the adjectives mentioned and some more CCQ Are these words used to name actions? Like run, jump, think... Are these words used to name things or persons or places? Like house, man, park... Are these words used to describe, to modify or to tell us something extra about things, person or places? Then T writes Adjectives are... BOR for two minutes to discuss a definition T completes it in OC using their input as much as possible

Clarification (17-23 minutes) • To clarify the meaning, form and pronunciation of the target language

Focus on meaning T shows a sentence I.e., the ice cream is COLD Then teacher asks CCQ Does cold describe a permanent condition or a state or condition that can change? T repeats the procedure with three more sentences asking about differences in meanings After this Ss are sent to BOR to use a digital platform to sort the articles into different categories regarding meaning Back in OC teacher elicits whether Ss thinks there are more categories... (order, partition, etc) just to let Ss know that this is not a closed list of meanings... Focus on form we'll focus on word order (attributive first and then predicative after verb to be which are the ones Ss will be mostly exposed to at this level) Guided discovery through CCQs on a slide Then Ss are sent to BOR TO COMPLETE A CHART WITH THE RULES (jamboard) For a quick CP T shows a list of sentences. Asks Ss to spot TWO MISTAKES Focus on pronunciation Focus on sentence stress. (Natural and contrastive) T shows one of the marker sentences and sais Ss to read it one by one T picks on SS pronunciation. Minor reformulation if necessary but no correction T drills with stress on the noun Tdrills with stress on the adjective. Elicit meaning Repeat with some more sentences

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Two games to practice form and meaning Race (fastes team to reorder the sentences wins) Maze escape (choosing the proper adjective in terms of meaning)

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

Show the word cloud again and ask Ss to use it to explain what gift they would want and why. T models: I want a reliable computer microphone because I need it for my classes NOTE: this is the stage that could be skipped if previous stages take too long.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

Group work. Ss choose one product and create an infomercial to convince their peers to buy it. Ss Go to BOR to prepare and then present it In OC

Feedback (3-6 minutes) • Delayed error correction
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