Tatiana Tatiana

TP3 LP_Tatiana Celis
Upper intermidiate level


This will be a grammar lesson focused on extreme adjectives. These extreme adjectives will be contextualized in relation to the topic of travelling.


No materials added to this plan yet.

Main Aims

  • To provide clarification of extreme adjectives in the context of travel experiences

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of travel experiences


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

I will ask Ss to think of a time they travelled somewhere and how they felt about the experiences they had. How was the weather? Was getting to the destination easy or difficult? I will nominate 2-3 students to provide their answers to the class.

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

I will ask Ss to read the text and tell me what the conversation is about and who is talking. I will ask them to send a message to everyone through the message section on zoom. What kind of text is it? What is the conversation about? Ashton: Have you ever travelled anywhere far? I’m thinking of travelling to Japan. Sarah: A couple of years ago, I travelled to South Korea. It was a fantastic trip. However, the Journey to south Korea from Toronto was very long. Once I arrived, I was exhausted from all the travelling. Ashton: South Korea, that's cool. Did you go in the summertime? Sarah: Yes, it was summertime, and it was boiling! By the time I arrived at the hotel room, I was starving! Lucky for me, South Korean food is absolutely delicious.

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

I will draw attention to the first underlined extreme adjective (fantastic) and ask them Ss to underline all examples of the target language (extreme adjectives) in the text.

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

MEANING I will ask students to match the extreme adjectives(Non-gradable) to the gradable adjectives. I will use google forms for this task. Match: A. Very good B. Very tasty C. Very tired D. Very hot E. Very hungry A. Boiling B. Exhausted C. Starving D. Fantastic E. Delicious T/F Q: very+ gradable adjective = extreme adjective (non-gradable) FORM I will ask Ss to identify the structure of an extreme adjective by answering T/F questions. Are the following structures True or false: To be + extreme adjective (TRUE) To be + very + extreme adjective (FALSE) To be + absolutely, completely, utterly + extreme adjective (TRUE) PRONUNCIATION I will ask in a multiple-choice format the number of syllables each word has. When taking this up, I will say the sentences out loud and will ask Ss to identify the number of syllables in the word. Boiling Exhausted Starving Fantastic Delicious I will ask the students to drill.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

I will ask students to correct the errors in the sentences (google form handout) partner work in Break out Room 1. I didn’t eat anything all day. When it was time to eat, I was very starving. 2. The food at the hotel was absolutely tasty. 3. I was a little boiling! 4. I didn’t sleep last night, I’m a little exhausted! 5. The movie was absolutely good!

Free Practice (10-15 minutes) • To provide students with free practice of the target language

I will ask students to converse with each other about a time in the past when they travelled and how the trip was and how they felt. They will need to use 3-4 extreme adjectives when telling their group in the break out rooms (about 3 people per breakout room) 1. Where did you travel? 2.Was anything amazing that happened? 3. Did something bad happen? 4. How did you feel? DEC I will notice potential mistakes the Ss are making and ask the students to notice what needs correcting and help to correct it.

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