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Landis TP 2a
upper intermediate level


In this lesson, students will express degrees of conviction using a range of vocabulary items for expressing certainty/uncertainty about their own beliefs. They will become familiar with the vocabulary items and start using them to express their opinions about their classmates' credibility.


Main Aims

  • To clarify and practice vocabulary having to do with certainty in the context of other peoples' statements or ideas

Subsidiary Aims

  • To formulate questions to help determine the truth or falsity of a contention made by someone else.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T writes words on board and under them creates two columns: "certain" and "uncertain", asks students to work with partner to put each word into one of the two columns. T-S task feedback: T elicits answers from various pairs, writes words in appropriate columns

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

T divides class into two groups, each group is given a set of sheets of paper each containing one vocabulary item and asks Ss in each group to hold one sheet and stand in order of degree of certainty, from least certain to most certain FB: compare two sides, point out that it's not a clear gradation (some are the same degree); T leads Ss in drilling pronunciation

Clarification (5-7 minutes) • to provide further clarification of meaning

T puts four sentences from coursebook on board, students work with partner and do exercise, replacing word in sentence with a synonym provided FB: Ss provide answers to teacher; at end, T posts answer key on overhead so students can check answers

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T writes the 10 vocab items on the board, tells Ss they have 2 minutes to memorize all the words and be able to spell them correctly T passes out workbook exc. 9 and does a cloze of the items on the board (slowly erasing them) while students work by themselves to complete the worksheet Ss do a peer teaching, walking around the room to check their answers FB: T calls on students to volunteer their answers

Semi-Controlled Practice (10-12 minutes) • To concept check further and prepare students for free practice

T announces we're going to play a game to see how well they can lie and how certain they are about each others' honesty; T writes on board "Have you ever been to Athens, Greece?" tells students he will ask two of them a question and they must answer yes; T asks students question then follow-up question: How long were you there? T asks class if they think student is telling the truth or not and why; T elicits some more questions we could ask this person about their trip if we wanted to determine whether they are telling the truth; T allows students to ask first student; T asks again if student is telling truth; T divides Ss into two groups, shows them the card they will be filling out; hands out one set of question templates to each group; each S fills out questions for one card; Ss stand up, ask as many people in the group as they can their questions; at the end, they must decide who is the best liar and who is the worst liar (who did you believe, who did you not believe and why)

Semi-controlled Practice (6-8 minutes) • To provide students with free practice of the target language

T asks Ss to report on who they think are the best/worst liars and why; T prompts Ss to use as much of the vocabulary in their report as they can (give example: "I'm sure X is telling the truth; I'm unconvinced that Y can really play the guitar")

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