Frea Haandrikman Frea Haandrikman

TP2 Frea
B1 Intermediate level


In this lesson students will revise and learn more about gradable/extreme adjectives, and use what they have learned to practice expressing their emotions about experiences through conversation. This is done through grammar explanations, but also through listening and speaking.


Abc New Inside Out - AUDIO
Abc adjective papers
Abc Classroom materials

Main Aims

  • To provide clarification, review and practice of gradable and extreme adjectives in the context of skydiving and emotions about situations.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of expressing emotions about situations.


Warmer/ Lead-in (1) (4-6 minutes) • To make a link with the previous lesson, and introduce gradable/extreme adjectives

* Tell the students that I find skydiving very scary, and have them come up with two more things you can do (bungee jumping, hot air balloon, etc.) * Put the three things on a vertical scale, from a little bit scary, to very scary. Put these on the left side of the board. *Put another scale on the right side of the board. Ask them to describe a cup of coffee. When they mention temperature put coffee and hot on the scale. Have students come up with things of different temperatures. Write down the things and if they're hot, cold, very hot, very cold, etc. on the scale. Finish by putting boiling and freezing on the scale. *Explain the difference between boiling and freezing, and the other words on the scale (gradable versus non-gradable).

Vocabulary - 1 (3-5 minutes) • Students think about the general meaning of the adjectives, and what the difference is between gradable and non gradable

* Quickly show the handout, and that we will look at gradable and non gradable adjectives and which adverbs can be used. * Give the handouts to the students. * Go through the questions. Let the students answer!

Vocabulary - 2 (4-6 minutes) • Students think of the meaning of the gradable and non gradable adjectives and how they relate to each other in meaning.

* Paste 11 gradable adjectives on the board * Form pairs * Explain that I want the pairs to match the gradable with the non gradable adjectives on the board * Give each pair one non gradable adjective on a piece of paper * Have them put the papers on the board. * There will be some papers left, we will post them on the board as a class.

Pronunciation - 1 (4-6 minutes) • Familiarize students with the intonation of gradable and extreme adjectives in conversation.

* Tell the students to put their handouts upside down on the table. * Play track 1.10, line A. Ask the students which gradable and extreme adjectives they heard. * Ask students what they notice about intonation. * Play track 1.10, line B. Ask the same question. * Drill without playing recording.

Pronunciation - 2 (6-8 minutes) • Students think about which adjectives and adverbs go together. They practice pronunciation.

* Have students flip their handouts back so they can read them. * Say the first part of the sentence, have a student say the second part. * Explain the link between the sentence with the gradable adjective, and the sentence with the non gradable adjective. Point out the table with gradable and non gradable adjectives that we made in a previous exercise. * Read the sentences with a gradable adjective from the CD myself (teacher's book), and have students give a response with a non gradable adjective. Depending on how they respond, nominate one student to give a response, or listen to the group's responses and pick one good response to drill as an entire class.

Speaking - 1 (8-10 minutes) • Students think further about the meaning of the adjectives by personalizing them.

* Point out the picture of the people in the roller coaster and discuss very quickly how they might feel. * Explain that we are going to talk about different situations, like going on a roller coaster. Write down some words on the board that some people might find difficult, like b) galloping, g) fancy, and i) robbed. Ask people what they mean. * Instruct students to talk in their pairs about how they will feel in these situations.

Speaking - 2 (5-7 minutes) • Students think further about the meaning of the adjectives by personalizing them.

* Have students check the situations they have experienced personally from speaking exercise 1. * Form new pairs. * Have students compare their experiences. Are they the same, are the different? * Discuss very shortly what the students found out about each other as a class.

Web site designed by: Nikue