James Reckaway James Reckaway

Lexis-Adverbs of Degree
Elementary - Pre-Intermediate level

Description

In this lesson, we will talk about the adverbs of degree "quite", "very", and "too". We will use best and worst vacations and jobs to use the target language when explaining the reasoning.

Materials

Main Aims

  • By the end of this lesson, students will have had clarification and practice of adverbs of degree (quite, very, and too) in the context of describing best and worst jobs and vacations.

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about vacations in the context of adverbs of degree
  • To provide accuracy and fluency speaking practice in a conversation in the context of using adverbs of degree.

Procedure

Lead-In (5-6 minutes) • To get the students' attention and have them tell a personal story to get them thinking in English and describing reasonings for thought.

The class will begin by asking students to think about a trip or vacation they have taken in the past. Ask them to think about the best and worst one they can remember. Split the class into groups and have them describe the vacation and why is was good or bad. (3 minutes) Regroup and have open class discussion while typing the reasons on the class document. Be sure and use the form of the target language for this class. "It was very boring." Use the words, 'very', 'quite', and 'too', when possible.

Text Gist (3-4 minutes) • To provide the students a reading opportunity to get the gist of the text.

Share the 'book paragraphs' Google Document with the class. Have them read both paragraphs individually to find out if the people in the paragraphs enjoyed their vacations. (2 minutes). Have open class discussion about the paragraphs and illicit from the students why they believe the people enjoyed the vacation or did not enjoy the vacation.

Text Detail (5-6 minutes) • To allow the students to recognize the target language in the paragraphs by reading and matching it to their own previous statements.

Refer back to the 'class document' where the target language was written from the lead-in activity. Have the students notice the form of the target language. Share the link to the 'revised paragraphs document'. Have the students break into 2 groups. Have one group read the left paragraph and the other read the right paragraph. Instruct the students to underline at least six phrases they believe matches the form of the ones from the lead-in. They should have editing rights to the document. (3 minutes). Regroup and have open class discussion to see what the groups underlined. Find any extras they missed and explain.

M(A)FP (9-11 minutes) • To clarify the meaning, form, and pronunciation of the target language (appropriacy not applicable).

MEANING: Share the 'degree adverbs description' jamboard image. Explain the degrees using the image and buying something as a descriptor. Share the 'degree adverbs matching' jamboard. Call on students to match the correct word with the different images. FORM: Share the 'class document' and have students notice the form of the sentences. (Subject + verb + Adverb + Adjective). Explain that in this lesson we will focus on this form, but there are situations when you will not see this exact form, however; the adverb of degree will always be just before the adjective. PRONUNCIATION: Ensure the students hear that the first syllable in 'VEry' is stressed. The other two words are just one syllable. Show the students the difference between the 'T' in Too and the 'T' in quiTe. The first is aspirated and second is not aspirated. Demonstrate this with a napkin in front of the mouth. Have the students practice with a hand in front of the mouth so they can feel the air. Also remind them the 'E' is silent in quitE.

Controlled Practice (8-9 minutes) • To allow the students to select the proper lexis to answer written questions.

Share the 'degree adverbs questions' Google Form with students. Have them answer the questions and submit when they're finished. They will do this individually. (3 minutes). Split the class into groups and have them discuss their answers with each other. (3 minutes). Regroup and discuss the answers as a class. Explain any confusion about a question.

Free Practice (6-9 minutes) • To provide the students the opportunity to use the target language in conversation with each other.

Split the class into groups and have them openly discuss their best and worst job they've ever had. They can also use the best and worst class in school if needed. Have them use the target language to explain why is was good or bad. (4 minutes). Regroup and have open class discussion about several students' stories. Be sure and clarify any misused language during the conversations.

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