Hazal Hazal

Teaching practice 3
Upper-intermediate level


In this lesson, students will learn vocabulary used for expressing certainty and uncertainty. In the beginning of the lesson they will be introduced to the vocabulary. The teacher will drill them, choral repetition. The students will then do 2 exercises, the first one will enable them to form sentences using the vocabulary.The second one will be a gap-filling exercise. In the last part of the lesson, students will do a speaking activity.


Abc Sentence writing exercise
Abc Speaking activity
Abc Gap-fill handout
Abc Matching exercise

Main Aims

  • To introduce students to words used for expressing certainty and uncertainty in the context of scientific theories.

Subsidiary Aims

  • To provide fluency in speaking. Students will be able to express themselves using the vocabulary learned in exercise 1.


Lead-in/Presentation (5-10 minutes) • To introduce the new vocabulary

The teacher will put "certain" on the board. Make sure the meaning is understood. Put "uncertain" on the board and imitate across with fingers to show they are opposites. Say: Are there other ways to say certain and uncertain? Elicit yes. Write each words in exercise 1 on the board one after the other. Every time a new word is written on the board, drill. Once every word has been written on the board, students will categorize them in pairs.

Focus on meaning (5-10 minutes) • To prepare students for the speaking activity

The teacher will form sentences with words in exercise 1. The teacher will write "to be convinced that", "to be doubtful about" etc. Drill. Students will then do exercise 2. Peer-checking then feedback.

Controlled practice (3-4 minutes) • To make sure they have understood the vocabulary

Students will do exercise 3 individually. Feedback

Speaking activity (7-10 minutes) • Enable them to form sentences using TL orally

Students are going to play a game to see how well they can lie and how certain they are about each other's honesty. Each student will have two cards. Before distributing the cards, the teacher will give the instructions of the activity. After the instructions, students will write 4 questions on each card, they will stand-up and talk to each other. Each student will choose 2 partners.

Speaking follow-up (5-7 minutes) • To provide fluency

After the game, students sit back together and compare who they talked to and decide who was lying or telling the truth and why. Encourage them to use the vocabulary for showing certainty when they explain. Get some general feedback and then find out who was right.

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