Elif Cömert Elif Cömert

TP 7
Pre-Intermediate level


In this lesson, students will discover that too + adj. , too many and too much give a sentence negative meaning in the context of " Life isn't Perfect" by seeing some situational pictures and guessing what the problem is. First they will do a fill in the blanks activity and share their opinions with their groups, then they will try to make sentences through some prompts and finally they will have a WC Mingle time by practicing too + adj, too many, too much and giving advice with should/shouldn't


Abc picture of a happy man
Abc adjective picture cards
Abc a picture of a sad man
Abc hot weather, lost man and coffee man pictures
Abc WB
Abc Gap fill HO
Abc a piece of paper for each st

Main Aims

  • To provide clarification of the negative meaning of too +adj, too many and too much, and practice in the context of Life isn't Perfect

Subsidiary Aims

  • To provide fluency and using functions speaking practice in a WC mingle by using too + adj., too many, too much, should/ shouldn't in the context of Life isn't Perfect


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

Greet the students and ask them " Is your life perfect?". Why do you think so? What's wrong? Whose life is perfect for you? Why?Try to take their attention to the context with these questions.

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

Show a picture of a happy man and ask Is his life perfect? Why or why not? Show a picture of a sad man and ask the same about him. Try to elicit some words/ adjectives and also "too". Show different pictures of some adjectives, make sure they know all of them, drill the pronunciation if they need and hang them on the wall with their written forms. This will help them in the further activities.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Show a picture of a hot weather . Let the students give you some sentences about the picture. Write "too hot" next to the picture. Ask CCQs, Is weather hot?( yes) Is it very hot? (yes) Is she happy that it is hot? (no). Is it hotter than she wants? (yes).Elicit the form "too + adj + verb infinitive" and highlight it. Let them to produce some other adjectives with too. Then show another picture, a man who is lost in too many smart phones, let the students tell you what the problem is. Focus on "too many". Ask them what comes after "many", countable or uncountable nouns. Elicit more countable nouns with too many. Show a picture of someone who has drunk too much coffee , ask the same questions as "too many". Let them give more examples of uncountable nouns with too much. Show the form on WB.

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

Students fill in the blanks with too +adj, too many or too much on their own, check their answers with their partners. Give feedback on the WB. Students read the sentences again, they discuss their opinions in their groups of four. Do you agree? Why/ Why not? Tell us the sentences you all agree with as a group.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Give each students a piece of paper, ask them to write a problem in their life or make up a problem and write it down without showing to their classmates. Make two groups and line them up facing each other in front of the board. one group turns their back to the other group so that they can stick their papers on the other groups back. Do the same for the other group, too. Demonstrate the activity with a student. Students will read the problem on someones's back and try to give him/her some advice. Make sure that everybody knows what to do. Ask ICQs.

Feedback (delayed) (3-4 minutes) • To correct the student's errors after practicing TL

Collect all the papers from the students.Write some incorrect sentences that you have seen in the papers. Let them correct the errors. If not, you correct it on WB.

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