pelin pelin

Forming nouns and gerunds
Upper-intermediate level


In this lesson i will teach gerunds and suffixes by taking certain steps like doing exercise that make students use gerunds and suffixes in the right places. Then i will teach them the (schwa) sound. Then we will do more practices on gerunds.


No materials added to this plan yet.

Main Aims

  • To provide practice of Forming Nouns and Gerunds in the context of Life's ups and downs

Subsidiary Aims

  • To provide clarification of Pronunciation of schwa sound in the context of Life's ups and downs


Warmer/Lead-in (10-15 minutes) • To set lesson context and engage students

Put Ss in pairs and give them time to complete ex.a pg.20 emphasizing not to look back at the article. Monitor and help if necessary. Tell Ss look back and check there answers. Make sure Ss understands what suffixes and gerunds are by doing language focus 1.

Exposure (10-15 minutes) • To provide context for the target language through a text or situation

- Put Ss in pairs and do analysis 1. Check the answers as a WC. - Do analysis 2 and try to elicit further examples. eg: increase, surprise, support. - Do analysis 3 in pairs. Monitor and help. Check answers as a class.

Highlighting (4-6 minutes) • To draw students' attention to the target language

Check that students understand the concept of stressed and weak forms in spoken English. I will write the words on WB and briefly explain and check if students understand schwa and give them examples. eg: America, about.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Put Ss in pairs ask them to do ex. 1a, Pg. 20. Hand out the answers and get Ss to check. Do ex. 1b. After a few minutes elicit answers if correct, praise, if not give the right answer. Change pairs get students to do ex. 2, pg. 20. Monitor and help. Check the answer.

Speaking Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice

- Get Ss to look at the pictures on pg. 21 and say which one makes them feel good and which one makes them feel bad. - Put the students in pairs and complete ex 3a.(skip 3b and 3c)

Feedback (5-8 minutes) • To check if students can use what they have been taught

Get the students to do exercise ex 2 and 3 pg 12 and 13. Monitor and help if necessary. Hand out the answers for students to check.

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