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Adjective agreement �(with SER)

Masculine & feminine singular

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

2 of 8

Adjective agreement

Victoria Hobson

In Spanish, we already know that adjectives ending in ‘o’ change to an ‘a’ when the person being described is female.

Masculine

Es simpático.

She is nice.

Feminine

Es simpática.

He is nice.

Note: when the adjective ends in ‘e’, there is no change.

Es alegre.

He/She is cheerful.

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

3 of 8

A poster advertises for the lead roles in a school play, the male lead (Pablo) and female lead (Claudia). The text has been smudged. Are these descriptions for Pablo (P) or Claudia (C)? Or could it be both?

1	alta	5	tranquila
2	simpático	6	interesante
3	bajo	7	rica
4	alegre	8	famoso

Lire

Victoria Hobson

P

C

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

4 of 8

At lunchtime a tannoy announces 8 more characters for the play. �Is it a male or female character? How is each described? Write the English.

Victoria Hobson

Écouter

1

2

3

4

5

6

7

8

cheerful, tall

short, nice

good-looking, calm

tall, �good-looking

cheerful, short

calm, short

nice, tall

tall, calm

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

5 of 8

¿Quién soy?

Hablar

Partner A

Soy (+ adjective)

Partner B

Eres (+ name)

Sí / No

Victoria Hobson

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

Explain the title of the slide – who am I? Explain the two component parts of the phrase.

Teachers may wish to use this slide to model/aid the instructions for the pair work before displaying the master, slide 29. �

1. Give students 30 seconds to write down 8 names (mixture of boys/girls). Alternatively, use the final slide in this PPT to allocate 8 names to each student.

2. Work in pairs. Partners take it in turns to select a name from their own list. They give a sentence to describe themselves (Soy…).

3. The other player has to identify who is being described, using flat statement intonation. (Eres X).

Explain to the pupils that they have to pronounce the adjective correctly, with the correct ending, otherwise their partner cannot guess who they are.

4. The aim is to work with your partner, to identify all 16 people as quickly as possible.

Students put their hands up when they have finished.

Note: alegre and interesante have been included deliberately here. Students may have to guess twice to get this identity.

At the end of the game, point out to them that grammar features (in this case masc/fem adjective endings) often help us to pinpoint the correct meaning more quickly, but not always!

Note: the pronunciation of names gives an opportunity for decoding. Names have been chosen for re-vising vowels, and a few consonants that students have met in passing, J, R.�

Adjectives used in the task:�alto, bajo, guapo, alegre, simpático, tranquilo, famoso, interesante

6 of 8

Carlos

Juan

Paco

Elena

Irene

David

Clara

Pablo

Alma

Arturo

Rafa

Raúl

Clementina

Serena

(quiet, calm)

(tall)

(short)

(nice)

(cheerful)

(famous)

(interesting)

(tall)

(good-looking)

(famous)

(short)

(nice)

(good-looking)

Victoria Hobson

Fidelia

(interesting)

Belén

(cheerful)

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

7 of 8

Escribir

The following characters will also appear in the school play. You can decide their characters. Write a description of each. Pay attention to adjective spellings.

1	Señora Fuentes
2	Señor Gris
3	Rafaela
4	Sofía
5	Diego
6	Mía
7	Roberto
8	Ernesto

e.g. 1) Es alta y alegre.

Victoria Hobson

Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes

8 of 8

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Material licensed as CC BY-NC-SA 4.0�

Rachel Hawkes