Mary Mary

mary tp6
upper intermediate level


In this lesson, the students will be provided with two picture of men in extreme situations and the teacher will elicit from them the TL.The students are expected to come up with words such as, angry, very angry, so angry..The students will then find examples of the target language from a reading text they had previously covered.They will find out the meaning form and pronunciation of the target language.Next, they will be asked to complete some sentences by selecting the right answer and putting it on the WB as controlled practice.After that, they will do an exercise adapted from the coursebook.Finally, they will be told to describe a certain topic using the target language chosen from some cards.


Abc dicussion cards
Abc fill in blank spaces exercise
Abc sentences
Abc Text

Main Aims

  • To provide review of So, Such in the context of expressing extreme situations and to intensify meaning of adjectives

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of expressing extreme situation


warmer ,lead in (2-5 minutes) • To set theme of the lesson

Do a slideshow of pictures to create some visual context for the TL which is the focus of the lesson. Project on the WB the following instructions and questions Talk to your partner what you saw How are the people in the video feeling? Feedback T writes on the WB the student's answer relevant to the TL

Exposure (5-8 minutes) • to present Tl in text

Read the text and underline the words with such and so CCQs Do you read alone or in pairs? Alone Do you underline the sentences with such and so? Yes Tt presents the text Individually the students read the text and underline the sentences with such and so Check in with your partner and see if you got all the sentences Feedback Tt asks the students how many sentences they came up with to check if the text has been comprehended to a large extent

Highlighting (3-4 minutes) • to draw students attention to meaning and form

Project on WB the sentences from the text Ask questions where possible to facilitate Ss noticing how the language works Do you see any difference in the sentences with so and such? Give the students a minute to talk about the sentences

Clarification (6-8 minutes) • to clarify the meaning, form and pronunciation

Go over the model sentences Break down the sentences and let the students name the parts of speech Draw lines to show the intensity of the adjectives mark the stress on the sentences Let the students read the sentences out loud read the sentences paying attention to the stress and let the students repeat

Controlled practice (3-5 minutes) • To provide written practice focused on using the language accurately

Ask the students work in groups of groups 4 and put five columns on the wall Give HO with the questions adapted from the coursebook Tell the students that those questions require answers in the blank spaces Give the cards Ss will write the the correct anser and number it according to the question One Ss from each group will orderly stick the answers on the cards on WB monitor the Ss discreetly and check on the questions the students might have a problem Project the answer key on the WB

Semi controlled practice (6-8 minutes) • To provide further practise of the TL when used together

Students work in groups of three Give them an exercise to rewrite the sentences using TL Ss check in with their peers WC tackles only sentences with problems Project on the WB the answers

Free Practice (4-7 minutes) • To provide freer practice of the Target language

In groups of five give the students a set of cards with topic to discuss/ Change the group members if possible FB Ask one students or two from each (if time allows) to tell the whole class what they talked about

Web site designed by: Nikue