In this brief post / video, I share how I go about teaching the difference between ‘too’ and ‘enough’ with pre-intermediate or intermediate learners of English. These are some tips and feel free to either adapt or ignore this as what may work for me might not work for you.
1. Introduce Adjectives
The first step is to introduce common adjectives to learners with the use of flashcards. Print off some flashcards which represent common adjectives such as cold, hot, expensive, etc. and then elicit from students the language. While language is being elicited, board it up and check pronunciation by nominating students.
2. Students Predict Situations
Get students to think of particular situations with the selected adjectives, for example with the image of someone tired they could have worked for twelve hours. Give an example to all students with one flashcard and ask students to work together in pairs or small groups, noting down possible situations. Once students have written down some ideas, nominate groups to share their ideas, writing down them on the whiteboard.
3. Creative Dialogue
The next step is to get students to create a dialogue based on their predicted situations. Provide an example for all students to get them started: referring to the picture related tiredness:
- Person A: Could you write the report for me by tomorrow morning?
- Person B: Sorry, I am really tired!
Get students to work together in small groups or pairs, thinking of potential dialogue using the adjectives and scenarios as an idea. Give learners some time and then monitor them, helping where necessary. Check whether any learners have used the target language with ‘too’ or ‘enough’ so that you can nominate them for later. After ten minutes or so, ask students to read out their dialogue in pairs or small groups and share them with the rest of the class.
Make a note of any particular language such as the example dialogue above or the target language and write this up on the whiteboard for all students. If none of the students use the target language, you will have to present it to the class. For example, write the situation above and write the start of the sentence ‘I am too tired to … as I didn’t get enough sleep’ and get students to complete the sentence in small groups.
4. Using Target Language
Ask students to use the language ‘too’ and ‘enough’ with the images and situations, working together in small groups or pairs. After a short period, nominate groups to provide their example sentences using ‘too’ and ‘enough’. You could highlight the grammatical structure with the target language so students are aware of how to construct it.
The next step is for students to consolidate understanding and to review with the use of a gapfill exercise. Get students to complete this individually, and monitor or assist learners where necessary. Once students have completed this, get learners to compare answers in small groups or pairs. Here is an online gapfill activity which you could get students to complete.
5. Situational Complaints
The final task for students to undertake is for them to complain about certain situations using the target language. Hand out or board up some situations for students to share their complaints with others. Monitor learners and then provide feedback where necessary. I have included some topics in the Word document below which could be used with students.
I hope you found this grammar teaching post / video useful and that it gave you some ideas for teaching the language point, ‘too’ and ‘enough’. If you would like a future grammar teaching series to be included, kindly let me know in the comments.
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