Elena Harizanova Elena Harizanova

To review ways to give emphasis
Upper Intermidiate level


Main Aims

  • To provide clarification of ways to give emphasis

Subsidiary Aims

  • To provide accuracy speaking practice on emphasising


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

I will ask the students some opening questions: - have you look for your glasses while they were on your head? - Do you or anyone you know often lose things ? -What is it usually ? I will give them 3 minutes to talk about the subject, and then I will nominate 2 of them to answer what the people in their break out room were discussing.

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

As a gist task I will give them (1.5 mins) to read the text individually and answer the question: - What has Hanna lost? (keys) Then, in pairs they will compare answers in the chat box. We will do an open discussion feedback to verify the right answer.

Highlighting (4-5 minutes) • To draw students' attention to the target language

For target language I will give them 2 mins to listen to an audio of the same text. I will explain that the symbols indicate missing words or phrases and they have to fill them in. I will share the google form and ask them to do the exercise individually and not to submit the from. I will check if they need to hear the audio again. I will give them 1 min to compare their answers in the chat boxes with their partners ICQs: Are we discussing the answer in break out rooms ? (No) How long do we have to fill in the missing words? After that we check the answers

Clarification (9-10 minutes) • To clarify the meaning, form and pronunciation of the target language

I will ask the students to think about those questions for 30 seconds: Does the conversation make sense without these words? What effect do these words have ? Then, i will give them 2 mins in break out rooms to compare answers. I will write on the board the sentences 1. "Oh, this is (so) annoying." "You've got such a nerve" CCQs - how annoying is it ? What does "so" do ? - it intensifies the adjective - So, we use intensifier in front of adjectives to add emphasis. Can you think of any other intensifiers ? "really, completely, absolutely" when do we use such ? to intensify the noun or adjective and non , give me some examples- It is such a lovely day. we always use a/an after such 2. "You (do) need to get yourself organized with keys." -CCQs: Which one is the main verb? - "need", how do we put an emphasis on it - when we add an auxiliary verb- that moves the stress (An auxiliary verb (aka a helping verb) is a verb that helps another verb express its tense, mood, or voice. The main auxiliary verbs are 'to be,' 'to have,' and 'to do ...) 3 " I found them for you " and "It was me who found them" , which sentence is with emphasis ? Is the structure of the second sentence proper - no, it is moved around - this is called Cleft sentence - it + be + who ( It was my son who lost it) 4.Another type of cleft sentence is " What you need the most is some kind of system" - where is the emphasis here ? (on the person ) so how do we form it ? (Using What clause + be) Pronunciation goes - do we stress every emphasis ? (yes, we do) CCQs: Do we stress every emphasis ? (yes, we do) Which syllable from the key word do we pronouns louder? (the first one) Do we rush pronouncing the key word ? (no, we speak it slower) Do we pause after the key word?( yes, we do)

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

I am going to share the google form, the students need to match the sentences. The task is going to be individual (4 mins) and then they need to match their answers in the chat box with their partners for about 1 min. I will nominate each one of them to answer, getting a feedback Then, I will split the students in 2 groups, I will share the the next google form, I will ask them all to look at the text, group 1 will work on 1-5 sentences and group 2 on 6-10 for about 3 mins.They need to put an emphasis on the words in bold using one of the methods. We will conduct an OCFB, discussing each sentence.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

I will ask the students to think of the last thing they had looked for/lost/forgotten and describe the situation not putting emphasis anywhere- I will give them individually 1 mins to write down/or think of just a few sentences-including ( where it happened , what was it, who found it) as descriptive as they can ( it could be a fictional story). Then, I will put them in breaker rooms and I will have them discuss their stories I will ask each one of them to summarize the story of his partners putting emphasis on each sentence using all we've learned today.

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