Grammar (Extreme Adjectives/Modifiers)
Intermediate level


In this lesson, students will have deep understanding about the differences between extreme adjectives and adjectival modifiers supported by examples and activities.


No materials added to this plan yet.

Main Aims

  • To teach and focus on the use, in context of normal and extreme adjectives, and the adjectival modifiers which may be used in tandem with them.

Subsidiary Aims

  • To focus on pronunciation and intonation of extreme adjectives.


Lead-in (2-3 minutes) • Let the students elicit what the subject is and how it is related to the real life.

**Because the students will be a bit familiarized with the adjectives in the previous lesson, I will introduced them the base, extreme and adjectival modifiers to make them clear with their differences. Teacher asks to student: "How are you today?", the answer will be "I'm fine", and teacher continues: "what if you slept at 03:00 am last night, how would you answer to my question?", SS are expected to say "tired, sleepy" (because they are intermediate level, it is easy for them to discover those words). Then teacher pushes the question forward by: "What if you have not slept at all and you have come here as sleepy, what would you answer be?" With this question, they might be confused and try to elicit the expected words such as "very tired/very sleepy" In the meantime, teacher writes every single answer beginning from the base adjective (I'm fine), following with "a bit/a little tired/sleepy" and "extremely/very tired/sleepy." Then, teacher asks them to explain the difference in meaning.

Introduction/ Exposure (3-6 minutes) • To draw students' attention to the topic and get them involved.

Beforehand, the T prepares the list of normal/base adjectives, strong/axtreme adjectives, and adverbs of degree/modifiers to stick on the white board (the aim of preparing such a list is to not to spend time on writing on the table also to be more clear). Beginning with the base adjectives, T asks SS to tell what are the words (parts of speech) "beautiful, ugly, bad etc." also T inquires if those words can go with the word "very." Then, T reveals extreme adjectives like "gorgeous, awful, terrible etc." and asks them if those words go with "very." Depending on theit responses, T assists them with supportive example sentences. Afterwards, T explains that extreme adjectives allready carry the idea of "very" within themselves (ungradable adjectives). Finally, she demonstrates the list of Modifiers/Adverbs of Degree without giving out the name of part of speech. She asks for example sentences from SS. Teacher explains that instead of using "very" or "too much" we can use extreme adjectives. If no one clarifies the function of the modifiers, T lets them learn it via demonstration. After teaching/introducing the topic, T distributes study sheets to let the SS revise the topic at home.

Highlighting/ Follow-up (5-12 minutes) • To encourage students and teach via Cline

T explains SS the next step in which they (8-9 SS) will be asked to come to the board and asks the rest to get the standing SS in line according to the scale (they will be holding cards that include stronger&weaker modifiers). This activity is aimed to decrease TTT and increase SS attention as well as their involvement. After the Cline, T gives out the script of (just 3 paragraphs) Hansel and Gretel and asks them to underline the modifiers, then they discuss the function of those modifiers with their partners. T highlights that the word "quite" means 'to some degree'. However, in some contexts, it can mean "very" or "totally." Afterwards, T gives another study sheet entitled "Little Red Riding Hood" and asks them to fill the blanks with stronger & weaker words shown in the box. SS first work individually and, in pairs they discuss. Later on, teacher asks them to try each adverb and lets SS elicit the difference in meaning with each adverb (Note: For the last activity, T tells them that there is more than one answer for the blanks, but they are to put the most appropriate word)

Clarification/Productive Skills (4-6 minutes) • To let the SS rewrite the sentences based on newly learned topic.

Teacher distributes study sheets, which include rewrite sentences. SS are provided one example first to make them clear with the activity, and also with the ICQ T can make sure that the SS know what they are going to do. They are asked to work on task individually and the answers are checked with the whole class. After this activity, teacher repeats if there is anything unclear.

Vocabulary/Pronunciation (2-3 minutes) • To let the SS learn correct pronunciation via word stress and drills, as well as introduce new vocabulary with definitions.

Teacher sticks adjectives and their definitions on the white board and asks some passive/shy SS to go to the board and match the cards. With this activity, SS will have deep understanding of the subject as well as learn additional vocabulary. Teacher provides drills to make sure of correct pronunciation.

Pronunciation/Word Stress (2 minutes) • To support SS with words stress and intonation.

In this part, teacher first explains why the stress is important and asks some students to read some example sentences aloud to see if they are correct with intonation. Afterwards, teacher plays the recording which is based on word stress and lets the SS repeat after each sentence. The listening part is provided in chunks so the students can immediately repeat after each sentence. (Note: This part is the subaim and useful to the topic because students will be able to learn that intonation affects the meaning of sentence. This part can be supported by the words "rather", "quite" to demonstrate different intonation puts different meanings)

Free Practice/Speaking&Writing (6-10 minutes) • To let students prodcue what they have learned and also provide spoken production

Students will be given study sheets including sentences to complete about themselves such as "I get furious when..." Later on, they will be asked to discuss 3 of their sentences with their group members and they should respond with positive or negative comments such as: "A: I get furious when ppl eat on the bus or train. It's bad manner!" B: Me too. I hate that OR Really? That doesn't bother me" (Note: In this session, I skipped "Grimm's Fairy Tales" because the main aim in this lesson is to teach adjectives and so the fairy tale is not really relevant to the TL).

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