David Sierra David Sierra

TP4 LP David Sierra
Upper Intermediate level


Grammar lesson. Aim is to review ways to give emphasis.


No materials added to this plan yet.

Main Aims

  • To provide clarification on ways to give emphasis

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of..


Lead-in (3-4 minutes) • To set lesson context and engage students

I will greet Ss and ask them for help. I seem to have lost my pen (pen behind ear). Tell Ss I'm so forgetful. Does this ever happen to you? Someone you know? Discuss in groups and send to BR rooms.

Text Work (4-5 minutes) • To provide context for the target language through a text or situation

Part 1:I will have Ss listen to the conversation and answer the question 'What has Hannah lost?' on Google forms. Prior to gist task, explain to Ss that Hannah and Dan are a couple. Teachable vocab: Hopeless, you've got a nerve, to be grateful. Part 2: I will have Ss listen again and fill in the blanks on Google forms. These will be the marker sentences. Answer Key: 1. So annoying 2. Where on earth 3. really are hopeless 4. What you need 5. is some kind of system 6. It's absolutely ridiculous 7. You've got such a nerve 8. It was you 9. Who lost all your.. 10. it was me who found.. 11. I'm extremely grateful 12. but you do need to...

Clarification (11-13 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning: I will ask Ss the following questions: Does the conversation make sense without these words? What effects do these words have? Google slides. Form: I will clarify the following language on Google slides: Intensifiers, Use of auxiliary verbs, Cleft sentences, Emphatic questions, so and such Pronunciation: I will have Ss identify word stress on emphatic words/phrases from the conversation by having them listen again and mark stress.

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

I will have Ss complete the activity on Google forms (practice 1 in SB). Individually, then check in pairs. OCFB.

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

I will have Ss divided in pairs in BR rooms. I will assign each pair of Ss a role play. (ex. an elderly couple that always forgets where they parked their car, college roommates one is organized the other is not, a supervisor and employee that always forgets dress code regulations etc..) They must devise a conversation and the TL to emphasize their situation.

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