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vocabulary, strong adjectives
Intermediate level


In this lesson, students learn about strong adjectives and their concomitant adverbs through a situation in the form of an anecdote. Starting with weekend story, teacher encourages the learners to reorder the pictures of her anecdote in whole class grouping. Then, she tries to elicit the TL (strong adjectives) through the pictures. following that activity, teacher works on the meaning (cline), pronunciation and form of the new vocabularies. adverbs of frequency are further elicited and practiced through matching, table completions, and communication activity. The lesson comes to an end by a free practice activity in the form of a role play.


No materials added to this plan yet.

Main Aims

  • To provide carification and practice on the use of strong adjectives in their every day speech

Subsidiary Aims

  • The first sub aim is enabling learners to use modifiers of strong adjectives, and the second aim is practicing the pronunciation of the strong adjectives


Lead-in (3-5 minutes) • to prepare students for the topic of the lesson and engage them

1. Focus Ss on this question *How was your weekend? Why? 2. Elicit "very good", "very bad",etc. 3. Board the chunks 4. Ask Ss make some guesses about your weekend

Exposure (8-10 minutes) • To provide context for the target language through a situation (anecdote)

1. Read the story aloud (use gestures) 2. Ss put the pictures of story on board as a whole class activity 3. Provide feedback (an approximate order is acceptable)

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

1. Ask if there is anything wrong with the story (extra number of very) 2. Elicit the strong adjectives through this story

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

1. Draw a cline to work on the meaning of strong adjectives 2. put very hot at one extreme and boiling at another side *Which side is stronger? *What is the opposite of hot/boiling? 3. Refer to pictures and elicit the new vocabularies 4. Refer back to the cline and ask Ss to write new adjectives next to the one side of that 5. Practice on pronunciation and follow that by modeling and repetition (choral,individual, choral)

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

1. Put pelmanism cards on the floor 2. Demonstrate the activity 3. Ss in pairs turn cards over to find the meaning of new vocabularies 4. Elicit some other related vocabularies through the dialogue 5. Ask the opposite of each word for concept checking 6. Play the audio and encourage the Ss to drill the intonation 7. Put the new words on board and ask the main stress

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

1. Give handout. Make sure Ss know what to do by modelling 2. Ss in pairs receive the handout (a card with some questions written on) 3. They ask and answer 4. Monitor and provide support if necessary

Free Practice (8-10 minutes) • To allow Ss to use the TL in an authentic question and answer activity

1. Ask Ss to think of the worst / best trip that they have ever had 2. Encourage them to tell their friends about their worst trip 3. Choose the one that was most interesting

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