T asks SS what they know about airbnb and if they have ever used it. T asks SS to quickly discuss in pairs what they would look for in an airbnb place on holiday. Nominates from each pair to FB to WC, boards any lexis that will be useful in following stages.

T instructs SS to read quickly through the two adverts and decide which house they would stay in for a two-week holiday, and why. T sets time limit of 4 minutes and hands out materials. Nominates SS for WCFB and boards any vocab that's useful for following stages.

T elicits what adjectives are, and what scanning is. ICQs. SS scan the first advert and circle any adjectives that help "sell" the house. Time limit of 2 minutes. Peer-check and WCFB. T boards the adjectives.

T clarifies meaning through eliciting (or provides if necessary) and use of cline to show the adjectives that are (ungradable) extreme. Use visuals. T highlights, models and drills pronunciation. T elicits form. T mentions that extreme adjectives are not used for mundane things, e.g. a living room that is just nice. Use visuals: a magnificent living room vs a nice living room. Must be WOW factor.

T has students change partners. New pairs complete scan second advert for "nice" and replace with TL. ICQs, time limit 4 mins. Peer-check with another pair. WCFB to concept check meaning.

T goes through the instructions/format for the writing task: 1. elicit how many paragraphs. 2. elicit the topic of each paragraph. 3. Board this as template. Sets time limit. ICQs. Draws SS's attention to the useful language box. In small groups, SS write an advert for the house T gives them, using the TL and useful language. Students put adverts up on wall and take a couple of minutes to circulate and decide which one they would like to stay in.

T boards examples of good language and any problem areas that affect accurate production of the TL. Elicits correct language/reformulation from the SS.