Joey Guertin Joey Guertin

TP3 - PART C (Vocabulary and Pronunciation) - Joey Guertin
Intermediate (B1) - Evening group level


In this lesson, the students will learn strong adjectives and how to pronounce them. There will be a strong emphasis on modelling and pronunciation. To reinforce the knowledge acquired, an interview part was provided (from the course book) and an additional acting part was also added at the end of the lesson (self-developed).


Abc Strong adjectives only cards
Abc Adjective matching cards
Abc Note Taking Worksheet
Abc English File: Intermediate

Main Aims

  • To provide clarification and practice of strong adjectives in the context of life experiences.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of life experiences.


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

T hands out note paper, instructs students that he will read a text and that they have to take notes. CCQ: Look at the paper I gave you, what will be my story about? T reads the text twice at normal speed and student have to try and catch as much information as they can. Once completed, Ss will compare notes in pairs then in 2 groups. Ss come to the board and write the information they have. T highlights the normal and strong adjectives that the students wrote.

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

T puts the students in pairs and hands out cards with both the normal adjectives and the strong version of that adjectives. Ss have to work together to match the adjectives. Once completed. T hands in the answer key and ask Ss to check their answers.

Highlighting (2-4 minutes) • To draw students' attention to the target language

T writes 3 examples from the choice of words (big-enormous, funny-hilarious, angry-furious) in respective columns. T says 3 sample sentences (Their house is very big, My father was really furious, This film is absolutely hilarious!) T shows the 3 sentences and 3 more and tries to elicit the modifier from the students and get them to discover the rule. T clarifies the rule (really cannot be used with strong adjectives). CCQ: -Can I say really angry? -Yes -Can I say absolutely furious? -Yes -Can I say very enormous? -No. T elicits the rule once more from the students.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Using the answer key from the previous activity, T drills the words one by one and gets the student to discover the stress and to write it on their sheets. Once completed, T adds a note that strong adjectives should not be overused.

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

T instructs Ss to turn their answer key over and to perform the activity in the book in pairs. Answers are checked and pronunciation drill is done once more.

Semi-Controlled Practice (3-5 minutes) • To concept check further and prepare students for free practice

T forms new groups and Ss discuss the questions in the book (ex. d) in groups of 4. W/C FB to see any interesting thing that came up.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T hands in 2 strong adjectives to each pairs and tells them that they have 5 minutes to write a short scenario with the strong adjectives inside. Once completed, T groups 2 pairs together (groups of 4) and students have to act out their scenario in front of other students.

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