mina mina

Grammar "quite"
Upper Intermediate level


In this lesson, students will find examples of the target language in the reading text they had previously covered. They will find out about meaning, form, and pronunciation of the target language. Next, they will be given a set of cards on the walls to go and complete in pairs as a controlled practice. After that, they will be given a set of sentences to give their opinion about the degree of intensity. Finally, they will be talking about a topic that they choose from some cards using the target language as a free practice.


Main Aims

  • To provide clarification and practice of adverb of degree in the context of the facts about lottery

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a free activity in the context of daily life


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

-Ask the students "what's the weather like today?" "yesterday?" "tomorrow?" -They will probably say cold, warm, very cold, very warm -now write this sentence on the board: -In ancient Rome, lotteries were used ...........often as entertainment -ask them if they can remember the word -write "quite" in the gap

Exposure (2-3 minutes) • To provide context for the target language through a text or situation

-Now ask the students to go over the text on page 70, and find 4 other examples of quite and highlight it. (CCQ) -after they have done it, display the answers on the board. -two more examples are added from the teacher (since the reading examples were not enough)

Highlighting (2-4 minutes) • To draw students' attention to the target language

-The target language is now already on the board -to encourage guided discovery, before clarification and asking questions first give them 2 minutes to talk about the sentences: "what do they mean?" "are there any differences?"

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

-go over the examples one by one 1 -ask questions about the meaning: were they used most of the time/rarely? . . .(as stated in Grammar Analysis) -write the meaning in front of the sentence [very/completely/to some degree] -make sure you tell them about (gradable/nongradable adj) -make sure you tell them "quite" can take two meanings depending on the sentence meaning. 2 -Check the form: what part of speech is used after quite? in each sentence? write the parts of speech in each sentence 3 -check the pronunciation: which word is stressed [the word after quite, except for the last sentence] mark the stress on the words -After you have clarified M/P/F, show some photos o do some checking -show them the photo of the watch and ask them "is 20 L expensive for a watch"? -they will say it is quite cheap -continue with a few more photos or examples

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

-stick the cards on the walls -tell them these cards all miss the word "quite", they need to find where it is placed in the sentence. -model one sentence for the students -ask them to work in pairs -Ss stand up and go over the cards -there are 8 cards -they have 1 minute to quickly complete them. -they need to have a piece of paper to write the answers in. -after they have done it, they can check their answers with another pair in class. -teacher will do monitoring during the activity -check only the sentences you think they might have problem with

Semi-Controlled Practice (3-5 minutes) • To concept check further and prepare students for free practice

-Ss work in groups (3) -read one sentence from the list and ask them to guess the price -ask the others if they agree/disagree -Ss will be given the sentences -They will work in pairs for 3 minutes.

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

-write a topic on the board -for example "your last trip" -make them to ask you questions -tell them "it was quite........" -now make the Ss sit in 4 groups (change their places if possible) -tell them they will be given a set of cards including topics to discuss -they have 5 minutes to talk about their topics, each student will pick a card -FB: ask a student or two what their partner talked about and how was their experience.

Web site designed by: Nikue