Julide Esra Ilyas Julide Esra Ilyas

Auxilliary Verbs
Upper Intermediate level


In this lesson students will practice the use of Auxiliary Verbs to express emphasis, differentiation, surprises and similarity. They will use the information that was gained from the previous class where the topic was introduced and certain vocabulary was enclosed. This class will review the grammar of auxiliary verbs and exercise intonation required for responding correctly to strange and unusual stories.


Abc Pg: 9 examples 3,4 a,b
Abc cut up dialogues
Abc Recording
Abc page 9 ex 2

Main Aims

  • To practice using Auxiliary verbs to express emphasis, surprise, similarity and differentiation.

Subsidiary Aims

  • To practice pronunciation: intonation to respond appropriately to strange stories.


Warmer (2 minutes) • Discuss vocabulary that they remember.

I will ask the students what they remember about the previous lesson. What kind of story did they just listen to, was is a funny story? was it a romantic story? get them to say certain words like weird, spooky, strange etc.

Lead-in (6 minutes) • Intonation

Use the words that they said (strange, spooky, bizarre etc.) and discuss phrases for reacting to strange news. ex: How strange? How bizarre? Make sure to model intonation. Put students in small groups and have them do the first discussion activity in ex 2. Feedback

Language Analysis (6-10 minutes) • how to react to something strange.

I will ask a student to read out the first line of dialogue in 1 ex 3a. I will respond making sure to model in the proper intonation and placing emphasis on the auxiliary verb. Then, explain how they will complete the rest of the task, they will do this individually for about 3 minutes. Then pair up with a partner to check their answers for 2 minutes. Afterwards, I will play the recording and have them match their answers. After they matched their answers I will play the recording again for them to do activity 3b individually. They will then get back in pairs and check their answers.

Pronunciation (5-10 minutes) • Practicing pronunciation

I will ask the students to close their books. And give them the dialogues that I have cut up and ask them to put them in the correct order. I will ask the students why some of the words are written larger than others. How do these words sound? And try to get to to say the dialogues with emphasis on the large words. Listen to track 14 and check answers. note: Students may work in two groups depending on how many students are in the classroom.

Speaking Practice (10-15 minutes) • Practicing pronunciation/speaking

Show the students a picture of a fortune teller and ask them if any of them have been to one before. Discuss how fortune tellers speak. Put the groups groups in A/B groups and direct them to relevant pages in the work sheet. Show them how they should complete the first example and give them time to complete their answers about their partners. When they have finished, have them interview each other using the questions. Feedback by asking who is the most psychic.

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