Jeff Jeff

Upper Intermediate level


In this lesson, students will learn how to use emphatic language in regards to clothing. Students will also experiment with changing the meaning of words using different forms of emphasis.


Main Aims

  • To provide fluency speaking practice with emphatic language in the context of clothing

Subsidiary Aims

  • To provide fluency speaking practice involving likes and dislikes in a conversation in the context of clothing


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

Students will be given a link to google jamboard. There is an image of Charlie Chaplain. Students will be asked to guess who it is. After responses the answer will be revealed, and then the students will be asked if they would ever have a mustache like his, or if the students would ever date a person with a mustache like his. (Most people thinks he looks like Hitler)

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

Students will be asked why Jerry didn't know why he agreed to wear the shirt and why he doesn't want to. Students will be shown a short clip from the American television show "Seinfeld". Students will be nominated to respond to the question. Students will then be shown Google Slides to highlight the target language involving emphasis with words including but not limited to 'amaze' think' love' hate' 'do' 'that' etc. The goal is to scaffold the language slide by slide for students to learn M(A)FP with a focus on pronunciation. Students will be nominated and chorally drilled with some of the TL.

Productive Task(s) (18-22 minutes) • To provide an opportunity to practice target productive skills

Students will roleplay regarding approving or disapproving a particular outfit/clothing item suggestion in breakout rooms. Students will be monitored for being on task and using target language. Students will then switch partners and be given a different task. They will be asked to talk about wacky celebrity outfits using the same language.

Feedback and Error Correction (7-9 minutes) • To provide feedback on students' production and use of language

Students will be praised for good uses of English, and will be guided by errors regarding usage and pronunciation. This may involve more CCQs, drilling, or any other necessary actions.

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