Name: Alexandra van den Heever • 31 May 2021 • Gradable and Non-Gradable Adjectives 11.13.

14

Description
In this lesson, we will be going over gradable and non-gradable adjectives in order to understand the difference, and see how adverbs affect this. This will help students be able to speak
about emotions in dramatic situations. Listening and speaking practice will help students use correct intonation and stress to help get their meaning across.

Main Aims
To understand the difference between gradable and non-gradable adjectives

Sub Aims
To use gradable/non-gradable adjectives to speak about emotions in dramatic situations using appropriate stress and intonation

Background

Class Profile
The students of this intermediate class widely range in age. Some students are in the class for enjoyment and have always wanted to learn English, while others are there possibly for
employment opportunities. As I have just been introduced to the students, it is still slightly unclear to me. They are a very talkative and motivated group, and seem to be quite advanced
with their skills, but many still need review and reminders of grammar and vocabulary.

Assumptions
I assume that they have had experience with the vocabulary (adjectives and adverbs) that we will be implementing and will know their meaning for the most part. I will be sure to clarify
this regardless. I assume that they will be learning about gradable and non-gradable adjectives because they need to know which adverbs can be paired with certain adjectives.

Personal Aims
In this lesson, I am going to try to give clear instructions and stay focused on the task at hand. I will have my goals in the forefront of my mind and attempt to achieve them all. I will check
in with my students to ensure that they understand the tasks I give them and to be sure that they are getting what they need from the lesson.

Timetable Fit
The lesson before me, taught by Shahrom, will cover correcting factual mistakes in a summary of a reading. The lesson after me, taught by Elena, will cover using the present perfect with
"ever", and contrast it with the past simple and different time expressions. All three lessons are in the context of extreme situations.

Anticipated Problems & Solutions

Problem #1 - In listening activity 1.11, students may have difficulty responding to the prompts, when they must change the gradable adjective to a non-gradable adjective. Without a word
bank to get them, they may have difficulty thinking of an alternative adjective with a similar meaning.
Solution #1 - If they run into this problem, I could suggest one for them and ask them to formulate the rest of the sentence. I would explain to them why I chose the non-gradable adjective
as a replacement for the gradable adjective to make sure it is clear for them.
Problem #2 - Activity 3 might be difficult for them because they might not be able to think of examples, formulate correct sentences, and use the gradable and non-gradable adjectives
from example 2 correctly. It seems as though it would be easy for them to get hung up on at least one of these three aspects.
Solution #2 - While they are working individually on this activity, I will go around and make sure that everyone is on the right track. If I find that some people are having difficulty with this
activity, I will bring the focus back to me and we will work on this activity altogether as a class. I will ask for examples and highlight why the right or wrong, so that the whole class may
learn from one another's examples.

Materials

CD player (New Inside Out Intermediate )

 CD player (New Inside Out Intermediate )
Materials
Scan from textbook (New Inside Out Intermediate )

Please see the following page for the lesson procedure

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Name: Alexandra van den Heever • 31 May 2021 • Gradable and Non-Gradable Adjectives 11.13.14

Interaction
Stage Procedure Materials Time Comment
Pattern
VOCABULARY #1 Explain that some adjectives are gradable while others are non-gradable, and that the
to be sure that students adverbs you can use with them vary.
understand the difference Go through Activity 1 with the class. Encourage them to say the sentences out loud to get
between gradable and a feel for what they sound like.
Scan from
non-gradable adjectives, Activity 1 answers: T-S-WB 6-9
textbook
and know which adverbs 1. extremely, fairly, really, very
can be paired with them 2. absolutely, really
3. really
4. He said, "This is absolutely incredible!"

VOCABULARY #2 Go through adjectives in the word bank and be sure that the students understand the
To ensure that students meaning of the words so they can discern which adjectives have similar meanings.
are have understood the Complete Activity 2: Ask students to work in pairs to pick which words have similar
difference between meanings. Then explain that each pair of words, one adjective will be gradable and the
gradable and non- other non-gradable. Then they must put those words into a chart of non-gradable and
gradable adjectives, and gradable adjectives.
can pick two words with Activity 2 answers:
similar meanings and Gradable - Non-gradable
understand why one is angry - furious
Scan from T-S, S-S
gradable and the other is surprised - astonished 5-7
textbook (PW)
non-gradable. hot - boiling
cold - freezing
dirty - filthy
exciting - thrilling
tired - exhausted
interesting - fascinating
frightened - terrified
funny - hilarious
pretty - gorgeous

VOCABULARY #3
Ensure that students can Go through Activity 3 with class. Be sure they know why "absolutely boiling" was used.
use gradable/non- Ask them to write 3-5 sentences that use gradable/non-gradable adjectives (maybe less if T-S,
Scan from
gradable adjectives time is short). Individual 5-6
textbook
learned in a sentence, Monitor to be sure that the activity is going well and to help any students who need it. work
and pair them with If the activity is not going well, refer to anticipated problems section of lesson plan.
appropriate adverbs
 Interaction
Stage Procedure Materials Time Comment
Pattern
PRONUNCIATION #1 Play the recording 1.10 and ask students to identify gradable and non-gradable adjectives
To ensure that students in the exchanges. (They listen and refer to sentences in textbook)
can use intonation to Ask students to listen to the intonation of speaker. Ask what they notice? Speakers Scan from
emphasize meaning when emphasize adjectives (to enhance meaning and make sentence more dramatic and textbook, CD
using gradable/non- exciting) T-S 2-3
player
gradable adjective Read sentences to students WITHOUT intonation so they can see the difference

PRONUNCIATION #2 Students listen to CD 1.11 and respond to the sentences (which have gradable adjectives)
To ensure that students with non-gradable adjectives.
are able to listen and Students then work in pairs and come up with similar sentences. They can use adjectives
convert a gradable from Activity 2
adjective to a non- Possible listening activity answers: Scan from
T-S, S-S
gradable adjective with a "It's very hot in here" - Hot? It's absolutely boiling! textbook, CD 7-9
(PW)
similar meaning, and use "He's very angry" - Angry? He's absolutely furious! player
proper intonation "She's very pretty" - Pretty? She's absolutely gorgeous!
"My car's very dirty" - Dirty? It's absolutely filthy!
"They're very tired" - Tired? They're absolutely exhausted!
"This lesson is interesting" - Interesting? It's absolutely fascinating!

SPEAKING #1
Allow students to practice
Ask students how they would feel on a rollercoaster, like in the picture in the textbook.
speaking about their
Go through emotions in the word box and make sure that everyone understands them.
emotions using gradable Scan from T-S, S-S
Put them in pairs and have them pick an emotion from the box in each example. They 6-8
and non-gradable textbook (PW)
don't need to agree on an emotion, but they should tell each other how they feel while
adjectives, based on the
using the proper adverbs to describe the adjectives they choose.
contexts given in the
examples

SPEAKING #2
To allow students to Pair work - Look at the examples and figure out what you have actually experienced. Find
Scan from
practice conversation and what you have in common with partner. Tell your partner which experience you found most S-S (PW) 2-3
textbook
speaking about strong exciting.
emotional experiences

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