Instructions. Read the 31 adjectives in the Word Bank.
Write each word into one of the 8 empty groups below.
There is no correct answer — you choose the categories.
Then give each group a name (in English) and write one reason why those words belong together.
Be ready to explain your choices out loud.
Move from word recognition → using adjectives to describe real people with reasons.
Push for a past example — that is the A2 → B1 jump.
Procedure
1
Warm-up (2 min). Show 5–6 cards from the app on the Russian side.
Ira says the English word and one sentence about herself:
"I'm a bit impatient when I wait for food."2 min
2
Sort (5 min). Ira sorts the 31 adjectives into the 8 groups on the worksheet.
She invents the group names herself — there is no correct answer.
If she stalls, ask the guiding questions below.
5 min
3
Explain out loud (5 min). For each group, Ira says:
"I put … here because they all describe…"
Encourage her to use the B1 phrase bank at the bottom of her page.
5 min
4
Personalise (3–4 min). Ira picks 5 adjectives and matches them to real people
(herself, mum, best friend, a classmate, a YouTuber). For each:
"My best friend is generous because she always shares her snacks. Last week she…"3 min
💡 If Ira gets stuck — guiding questions
Is it a temporary feeling or a permanent character trait? ·
Is it good or bad — for the person or for others? ·
Does it show with other people or alone? ·
Is it about feelings, thinking, or actions? ·
Are there opposite pairs (honest / dishonest)? ·
Which word doesn't fit with the others — and why?
One possible grouping (compare after the activity)
Do not show this before Ira finishes. Use it afterwards as a comparison point:
"What did we both notice? Where is your logic different — and why is that also OK?"
No correction during the sort. Correct only after Ira finishes an idea, and only errors that block meaning.
If she says "I agree" and stops — prompt: "Because…?" then "Can you give me an example?"
🎯 B1 stretch — upgrade her sentences
If Ira says "My friend is generous", push her to add:
degree adverbs (quite, really, a bit) ·
contrast (but, although, even though) ·
reason (because, that's why) ·
hedging (seems, comes across as, I'd say).
Adjectives · Handout 1 of 3Teacher notes
Speaking Activity · Adjectives
2Guess Who?
Student
Name:
Date:
Instructions. Choose a character from the list.
Describe them using at least 3 adjectives.
Your partner guesses who it is.
Do not say the character's name!
Then swap roles.
Choose your character
Wednesday Addams·Elsa·Shrek·Spider-Man·Hermione·Loki·Katniss·Iron Man·a K-pop idol·a football player·a YouTuber you like
Round 2 · Describe your character
Use at least 3 adjectives from the list. Add reasons or examples.
1round
2round
3round
Round 3 · B1 upgrade — hedging & speculation
Do not say "She is shy." Use softer, more interesting language.
Try each one at least once while you describe.
Upgrade your language
A2 version
B1 upgrade
He is stubborn.
He seems stubborn. / He comes across as stubborn.
She is shy.
She might be shy — she never talks in class.
He is honest.
He must be honest — everyone trusts him.
She is generous.
She strikes me as generous.
He is unreliable.
He can be a bit unreliable sometimes.
💬 Useful phrases for describing
Start with
This person is quite…
He / She comes across as…
I'd say this person is…
Give evidence
For example, he always…
She never…
That's why I think she's…
Add contrast
At first he seems… but actually…
On the outside … — inside …
He pretends to be … but he's really…
Adjectives · Handout 2 of 3Student page
Teacher notes · Adjectives
2Guess Who?
Teacher
Time
10–12 min
Level
A2+ → B1
Focus
Describing · Hedging
Goal
Use adjectives to describe without naming. Introduce hedging language
(seems, might be, comes across as) — a signature B1 feature.
Procedure
1
Model it first. You describe a character; Ira guesses.
Example: "This person is very stubborn and a little unsociable.
He pretends to be selfish, but actually he's caring and reliable. He has green skin. Who is it?" → Shrek2 min
2
Swap. Ira describes 3 characters (Rounds 1–3 on her page).
She must use at least 3 adjectives per character.
You ask yes/no questions if needed.
5 min
3
B1 push. Insist that she uses at least one hedged phrase from the Round 3 table:
seems, might be, must be, comes across as, strikes me as.
2–3 min
4
Harder variation. Ira describes someone real in her life
(a teacher, a cousin, a friend). You ask yes/no questions to guess who it is.
She must answer in full sentences — no one-word answers.
3 min
💡 Teacher moves
• If she gives one-word answers → "Why do you think so? Give me an example."
• Model hedging first — teenagers copy what they hear.
• Accept approximations. If she says "he is like bossy", recast:
"Ah, so he's a bit controlling? Say: He comes across as quite controlling."
Sample answers (for reference — many are possible)
"At first he seems … but actually…" ·
"She comes across as … — however, when…" ·
"He might be … because…" ·
"I'd say the main thing about him is that he's…"
Adjectives · Handout 2 of 3Teacher notes
Speaking Activity · Adjectives
3Agree or Disagree
Student
Name:
Date:
Instructions. Read each statement.
Tick Agree or Disagree, then write two reasons and one example
(from a film, a book, or your own life).
Then read your ideas out loud and defend them in the discussion.
1Optimistic people are happier than realistic people.
Agree Disagree
Reason 1:Reason 2:Example:
2It's impossible to be honest and polite at the same time.
Agree Disagree
Reason 1:Reason 2:Example:
3Introverts make better friends than sociable people.
Agree Disagree
Reason 1:Reason 2:Example:
4Stubborn people never achieve anything.
Agree Disagree
Reason 1:Reason 2:Example:
5Shy people are just unconfident.
Agree Disagree
Reason 1:Reason 2:Example:
6Generous people always expect something back.
Agree Disagree
Reason 1:Reason 2:Example:
7A good friend should never be impatient with you.
Agree Disagree
Reason 1:Reason 2:Example:
8Creative people are usually bad at maths.
Agree Disagree
Reason 1:Reason 2:Example:
💬 B1 opinion phrases · Use these out loud
Give opinion
I think… / In my opinion…
For me… / I'd say…
The way I see it…
Agree / Disagree
I agree because…
I see your point, but…
I don't really agree — for example…
Concede & extend
That's true to some extent, however…
I partly agree, but…
Not necessarily — because…
Adjectives · Handout 3 of 3Student page
Teacher notes · Adjectives
3Agree or Disagree
Teacher
Time
12–15 min
Level
A2+ → B1
Focus
Opinion · Argumentation
Goal
Push from describing → arguing a point of view.
This is the biggest jump to B1: agreeing, disagreeing politely, conceding, giving evidence.
Procedure
1
Silent reading (1 min). Ira reads the 8 statements.
She picks 5 or 6 she has the strongest opinion about.
1 min
2
Write (4 min). For each statement she ticks Agree / Disagree
and writes 2 reasons + 1 example on her page.
Not full sentences — just notes are fine.
4 min
3
Discuss (6–8 min). Ira reads her opinion. You argue the opposite gently.
Whatever side she takes, take the other.
This forces her to defend and extend.
6–8 min
4
Debrief (2 min). Ask: "Which statement changed your mind a little? Why?"
This introduces concession — a strong B1 move.
2 min
💡 Play devil's advocate — sample prompts
Statement 1 (optimistic vs realistic) — "Really? Optimistic people get disappointed more often. What do you think?" Statement 3 (introverts vs sociable) — "But aren't introverts sometimes lonely? Doesn't that make them worse friends?" Statement 4 (stubborn people) — "But aren't stubborn people the ones who change the world? Think of Gandhi or Steve Jobs." Statement 6 (generous people) — "Is there such a thing as truly unselfish generosity? Even a smile is a reward…"
Teacher moves
Do not correct every error. Correct only what blocks meaning, and only after she finishes an idea.
If she says "I agree" and stops, prompt in two stages: "Because…?" then "Can you give me an example?"
Recast, don't interrupt. She says "He is very stubborn very much" → you reply:
"Ah, so he's extremely stubborn? OK, tell me more."
Model polite disagreement yourself. She'll copy the structure the second time round.
If she stays silent, give a smaller version: "Just one reason — even a small one."
🎯 B1 upgrade checklist · tick each one she uses
☐ Degree: quite / really / extremely / a bit / a little ·
☐ Contrast: but / although / even though / however ·
☐ Reason: because / since / that's why ·
☐ Hedging: seems / might be / comes across as / I'd say ·
☐ Opinion: I think / in my opinion / for me ·
☐ Concession: I see your point, but… / That's true, however…
📝 Quick homework bridge (optional, 5 min)
Ask Ira to record a 60-second voice note answering:
"Describe your ideal best friend using 5 adjectives from today. Explain why."
You listen, note 2 things she did well and 1 thing to upgrade. That becomes the warm-up for the next lesson.