To provide clarification and practice of Strong adjectives.
To review and practice the target language in speaking.
Procedure (28-42 minutes)
- I use the text on page 26 to set up the context. I will ask two questions: 1) Did sally like food in Lipsi ? Yes, it was delicious. *CCQs: was it enjoyable? Yes / was it tasty? Yes + modeling and drilling. "I loved it- the people, the mountains, the sun, and the delicious food." *Boarding: delicious ( in black ) ==== very tasty ( in blue) 2) How big was the island? tiny. *CCQs: was it very big? No / Was it very small? Yes + modeling and drilling. " for the last two years, she has been living on the tiny Greek island of Lipsi." *Boarding: tiny ( in black) ==== very small
- I give one normal adjective to a S and ask him/her to mime in front of the class and others should guess the answer and say a synonym for that. normal adjectives are: - very tired, very hungry, very bad, very good. - modeling and drilling + boarding after each correct answer. *very tired = exhausted ---> I've been working all day. I'm exhausted. *very hungry = starving ---> Can I have a sandwich? I'm starving. *very bad = awful ---> this book's awful. I can't finish it. *very good = great ---> that's a great idea! let's do it.
- I draw a line between normal adjectives and strong adjectives on the board and explain the difference between them: * adjectives which are used instead of using very+a normal adjective. * they are often used especially in conversation. * we can't use very with strong adjectives (although we can use really or absolutely ).
- giving instruction of handout #1 * Ss have 2 minutes to answer the questions individually, then they have 2 minutes to share their answers
- giving instruction of matching game. *we have to group of words, in two different colors. put them face down on the table, and in their pairs/groups they should match synonyms and make sentence with strong adjectives. - hand out vocabulary cards. strong adjectives in one color and normal adjectives in another color.