Franziska Russ Franziska Russ

TP 4 Adverbs of Certainty for Predictions
Pre-Intermediate level


In this lesson students will learn or review 6 adverbs of certainty: maybe, perhaps, possibly, probably, definitely and certainly. The students will start with a short test-stage, in which the teacher tests their knowledge on MEANING and POSITION of the adverbs. This stage will be followed by a GUIDED DISCOVERY to improve and strengthen their knowledge on the position of the adverbs in the sentence. After this part, we will conclude the lesson with a row of controlled, semi-controlled and freer activities on the structure.


No materials added to this plan yet.

Main Aims

  • to teach adverbs of certainty and to practice their meaning and their position in a sentence

Subsidiary Aims

  • using the newly learnt adverbs while speaking


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

- t projects 2 questions Will more and more people travel into space in the future? Will it be a cheap or expensive trip? - t puts students in groups of 3 - t gives instructions Look at the questions? Discuss these questions? What do you think? - t asks ICQ Do you write down answers? > No. Do you discuss it with your friends? > Yes. - s discuss the question - t collects wcfb

Test #1 (5-7 minutes) • to test students knowledge about meaning and position of adverbs of certainty

- t gives students a test (with line for percentage on the board) - t gives instructions Work in your team! Look at your papers. Put the words on the line. Which word means 100% Which word means 70/80% Which words mean less than that? - t asks ICQ Do you work alone? > No. Do you put the words on the line? Yes. - ss come to board and stick their paper slips on the board - wcfb - t gives instructions Work alone. Fold your paper here. Look at the example sentences. Try and answer the questions a-e. - ICQs Do you work alone? > Yes Do you answer the questions? > Yes - t monitors and takes notes on weak points - sts check with their peers

Guided Discovery (12-15 minutes) • to guide students to the correct usage of adverbs of certainty

- t gives instructions: Work alone. Look at the handout.(The other part) Look carefully at the 6 sentences on your handout. Try to circle the correct rule. Write the form. - t asks ICQ Are there 6 sentences on your paper? > Yes. Do you look at them carefully? > Yes. Do you circle the rule? > Yes Do you write the form? > Yes - ss do the task - t gives instructions: Check with your partner - t gives out answer key - wcfb - t drills position of the adverbs with the 6 sentence from GD

Drilling for Pronunciation (3 minutes) • Practice Pronunciation and Intonation

- t uses example sentences - elicits stress for each adverb - t drills pronunciation a) word alone b) sentences - t drills chorally, individually, certain voice, uncertain voice

Test #2 (5-7 minutes) • Check students' use of the target language again and compare with the first test

Exercise 1 WB p. 79 - t gives instructions: Look at exercise 1. Look at the adverbs in brackets. Put them in the right position. Use your handout from previous exercise. Work alone. - t asks ICQ Do you work alone? > Yes. Do you put the adverbs in the correct position? > Yes. - ss check with their peers - wcfb

Test #3 (5-7 minutes) • To provide students with more controlled exercises of the target language

- t writes (S) and (NS) on the board - t separate class in students No 1 and students No 2 - t gives instructions and demonstrates Students No 1: Lİne up on the left side. Students No 2: Line up on the right side. Look at the board. I am going to read sentences to you. Decide: Are they 'sure' or 'not so sure'? Run to the board and hit (S) or (NS). - t asks ICQs Do you hear sentences? > yes Do you run to the board? > yes Do you hit the signs on the board? > yes

Productive Stage - Freer activities (8 minutes) • to provide students with freer speaking activities where they can use the target language

- t projects grid - t demonstrates task: - t demonstrates as student A and student B - t demonstrates by asking a strong student - t gives instructions Stand up Walk around in class Ask your friends. As more than 1 friend. Write down their names in the field. - ICQs Do you walk around in class? > Yes Do you ask only 1 friend? > No Do you write their names in the field? > Yes - WCFB 'Did you learn something interesting about your friends?

Web site designed by: Nikue