Souad Alsayed Souad Alsayed

Getting it right lesson
upper-intermediate level


In this lesson, Ss learn how to give emphasis by using some expressions.The lesson starts with a discussion about careers. In pair Ss discuss which career is boring, funny or exciting by using some expressions.This is followed by a conversation text reading by Ss. Then Ss listen to the conversation to write the missing symbols . Ss then do an in-pairs activity. as a feedback activity, Ss are given different words and asked to put them into sentences so they can practice and pronounce the words they've learnt.


Abc Text and activity, Practice 1 and 2
Abc Audio script
Abc pictures
Abc Cards with words handout

Main Aims

  • To provide clarification of language used for Different ways of giving emphasis in the context of Daily life.

Subsidiary Aims

  • To provide practice of pronunciation.


warmer (3-5 minutes) • To engage students.

Give Ss pictures of people in different careers. Ask Ss to mention the job and to describe it. Is it boring, so exciting, funny, or dangerous?. Show Ss the picture of the predator trainer. Ask CCQs to elicit the words. What on Earth is this person doing? He is taking a photo with a lion. Is it really dangerous to be a predator trainer ? yes, It's extremely dangerous. It is such a dangerous job to train a lion.

Lean-In (4-6 minutes) • To prepare Ss for the conversation text.

Put Ss into pairs and introduce the characters. Give Ss the instructions. Ask them to read the text and answer the questions in ( ex1). Give Ss the handout and (1) minute to read. Tell Ss to ignore the handwritten symbols in the text. Check answers as a whole class.

Presentiation (10-13 minutes) • To present to language.

Explain that the handwritten symbols indicate missing words. Tell Ss that they will listen to a recording to write these words. Play the recording and pause after the first line and do this line with class. Show Ss on the board how they can write the missing words. play the recording from the beginning then pause after each line with a symbol to enable Ss to do the activity. Check the activity as a whole class. Ask Ss ICQs and CCQs to elicit the answers. Does the conversation make sense without these words? Yes it does. What effects do theses words have? The speakers make their points more emphatically. Explain that these words give special emphasis to what the speaker is saying. Give Ss 3 mins to answer the questions in the analysis in pairs. Ckeck answers as a whole class.

Controlled practice (7-9 minutes) • To check Ss understanding of using the language.

Match the first sentence with the class and elicit the meaning of (exhausted). Put students into pairs, Ask one of them in each pair to say the first sentence and the other one to reply. When they have finished, use the first sentence to show how it can be made more emphatic. Tell Ss there may be more than one possibility in some cases. Use the recording to check answers.

Prononciation (6-8 minutes) • To draw Ss attention on the stress on words.

Go through the information. Tell Ss that sentence stress is also important for giving emphasis. Say examples so Ss hear the stress on words in the sentences. Ask Ss to mark the stress in each sentence of (practice 1). Emphasis they need only mark the words that are specially stressed. Play the recording, pause briefly after each pair of sentences to give Ss time to mark the stress. Check answers as a whole class.

If time allows activity (2-4 minutes) • To practice the use of language.

Give Ss different cards. each card has an emphasis expression word. (so, really, absolutely) Ask Ss to take 30 seconds to think of a sentence using this word. Ask Ss to mingle and tell each others their sentences.

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