Rami Helmi Rami Helmi

Expressions to express certainty
Upper-intermediate level


In this lesson, students learn about some expressions to help them speak about things that are true and to express their ideas more strongly. The lesson starts with a dialogue between two people and then students answer questions about the dialogue. Then students fill in the gaps followed by a controlled practice then a speaking practice.


Abc handout, whiteboard, computer

Main Aims

  • To provide expressions to help them speak about things that are true.

Subsidiary Aims

  • learn expressions to help them express their ideas more freely.


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

T shows SS a dialogue on OHP. Asks SS to read the dialogue silently and discuss in pairs to answers some questions about the dialogue: A: Do you think that we will get high marks in the exam? B: I am absolutely certain that we will get A+. Questtion: Does speaker B sure that they will get high marks? What helped you to answer the previous question?

Exposure (7-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

T tells SS answer ex.3 individually. check in pairs. listen to the recording to check the answers and drill.

Useful Language (12-12 minutes) • To highlight and clarify useful language for coming productive tasks

T makes a matching activity by getting some pieces of paper and writes some expressions and sentences. SS match the two parts of the sentences individually. SS check answers in pairs. Then feedback by distributing the answer key. ................................... T puts some pieces of paper of expressions in a box and asks SS to take one and talk about best cities (T models first). SS think for 30 sec. T: There is no doubt about it, London is the best city in the world. SS take turns to talk about the best cities in the world T asks SS "What is the name of my best city?" T models a dialogue between two people to help SS use the expressions to express their different views. A: London is the best city in the world to live in. B: In actual fact, Paris is the best city to live in A: Oh no, there is no doubt about it. London is the best city in the world to live in! In pairs. T writes some topics on the board and SS make a dialogue about it using the expressions. SS model what they wrote. T writes down any mistakes for feedback.

Productive Task(s) (12-12 minutes) • To provide an opportunity to practice target productive skills

T puts students into groups of four to six. Ask each group to nominate a speaker. Go over the rules with the class to make sure they understood. T does an example with one student calling out 'Change your mind' after 30 seconds. SS do the activity in groups. T circulates and monitor for taking feedback

Feedback and Error Correction (3-3 minutes) • To provide feedback on students' production and use of language

SS writes the wrong sentences he has heard during class, and asks SS to correct them.

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