TP3 - PART C (Vocabulary and Pronunciation) - Joey Guertin
Intermediate (B1) - Evening group level
To provide clarification and practice of strong adjectives in the context of life experiences.
To provide fluency and accuracy speaking practice in a conversation in the context of life experiences.
Procedure (35-49 minutes)
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.
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.
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.
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.
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.
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.
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.