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Upper-intermediate level


In this lesson SS will keep focusing on power and money thanks to a more specific context related to lottery. Still using a text analyzed in the previous slot, SS will use some sentences as markers to understand the usage of the adverb "quite" which is changing its meaning according to the nature of the following word. They will have a guided discovery session and they will then practice the TL with some semi-controlled and freerer speaking and writing exercises. At the end of the lesson, as a follow-up and a preparation for the next and last slot, SS will play a WC ball game in which they will ask each other what they would do if they got one million dollars.


Abc Answers key
Abc Global Upper-intermediate coursebook

Main Aims

  • By the end of the lesson, SS will be aware of the form and the different meanings of the adverb "quite", increasing their grammar knowledge and improving their accuracy

Subsidiary Aims

  • By the end of the lesson, SS will have practiced their productive speaking skill applying the grammar rules in the specific context of money and luck. This will work as a functional language improvement, too.


Warmer/Lead-in (3-5 minutes) • To get SS interested and familiar with a context

Even if already familiar with the lottery context that we will keep using for our learning purposes, I will make the SS watch the trailer of a pretty old movie with Nicholas Cage in which he's acting as a cop who wins two million dollars thanks to a lottery ticket. Unfortunately, this worked as a tip given to a waitress just the day before the draw. Before to play the video, I will ask SS to guess the plot from the trailer (or tell the plot if they've already watched the movie) and shared it with WC.

Detailed reading task (3-6 minutes) • To get some specific information from the text

I will invite SS to focus again on the previous text analyzed with Esra in order to find all the examples of quite. I will ask them to give particular attention to what words come after "quite". They will discuss it in pairs and then check their answers in a WC feedback with the T. I will elicit what is the grammatical nature of the words following "quite" if necessary. I will invite some volunteers to write the 5 involved sentences on the WB.

Intro to the language presentation (2-3 minutes) • To slowly introduce the core of our grammar lesson

At this point we are already following the stages of a Guided Discovery session. I will now ask SS to guess the meaning of "quite" in the 5 underlined sentences now written on the WB. Has "quite" always the same meaning? I will quickly focus their attention on the right pronunciation of "quite" - which can be easily mislead with "quiet" and start a WC discussion.

Language presentation - GD (3-5 minutes) • To elicit and then clarify some grammar rules to the SS

At this point I will analyze the five sentences with the SS. They all show that "quite" can be followed by a gradable adverb or adjective or a quantifier. I will then add other three examples to show SS that "quite" can also be followed by ungradabe adjectives and verbs. At the end of the presentation I will give them a HO with the grammar box to have a visual reference of the rules just shown.

Semi-controlled grammar practice #1 (3-5 minutes) • To let the SS practice the new grammar acquired

At this stage, SS will work in groups. I will divide them randomly in "dollar group" and "lira group". I will give SS the first practice HO which has to be discussed in the group. My ICQ will focus on this detail in order to push them not to work individually even if they are gathered. The word "quite" has been taken out of four sentences, they have to insert it in the most suitable place. The two groups will swap their answers. It will follow a WC feedback. T will write the answers on the WB if necessary.

Semi-controlled grammar practice #2 (3-5 minutes) • To let SS practice the new grammar acquired

The same groups will work on a second more subjective HO which has to be discussed in order to agree for a unique answer. SS have five statements about money, they should choose three of them and for each highlighted term they should write the sum of money they find appropriate. A WC feedback will follow during which each group will share and explain the decision. T will ask the other group whether they agree or disagree.

Freer grammar practice (5-10 minutes) • To let SS practice the new grammar acquired in a freer production

SS will now go back to work individually and write one sentence per each of the meanings covered by "quite" next to its modifiers. In the feedback, each SS will read and write on the WB at least one sentence. This could be very useful to find out some problems to solve or details to clarify in a WC error correction.

Follow-up (3-5 minutes) • To conclude the lesson and introduce the next slot

SS will stand up and make a circle. With a ball game, each SS will ask the other what s/he would do if s/he got one million dollars. SS should try to use the TL. T is involved in the game and will start as an example. "If I got one million dollars, I would be quite shocked! I would first of all buy a house, then I'd go shopping without limits for only one day and i'd leave for a very long trip all around the world. In that case it would be quite impossible to come back to the house I bought!"

Further grammar practice (5-7 minutes) • To let SS practice the new grammar acquired

If short of time, T will give SS two more HO which has to be completed individually. In one SS are chosing the correct meaning of quite analyzing some phrases in bold. Feedback will be written by the T on the WB. In the second SS shall put 5 sentences in the correct order. Feedback will be given through an answers key.

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