In this lesson, students learn functional language for expressing possibility in English, as well as doubt and certainty. They watch two sets of short video clips and get controlled and free practice of the functional language.
EXPRESSING POSSIBILITY IN ENGLISH
First, students think of alternative ways of saying sentences like She’s probably busy. Then, they watch the first video and choose the words they hear to complete sentences. The teacher can also play the video and ask students if they know any of the films from it. Next, students use the phrases they heard (e.g. I’m not so sure…, It doesn’t look like…, It might be…, Perhaps…) to rewrite statements. After that, students get more practice in expressing possibility or doubt in English. They read some situations and complete sentences with their own ideas. Finally, students look at some pictures and decide what might be in them using the language for expressing possibility and doubt.
EXPRESSING CERTAINTY IN ENGLISH
In this part of the lesson, students listen to the audio from the second video and complete gaps in sentences. Then, they watch the video and think what made the characters say the sentences. After that, students use the functional language from the previous task (Clearly…, There is no doubt that…, Obviously…) to rewrite sentences. As an extension, the teacher could ask students who used the sentences and in what situations. Some examples and possible answers are provided in the teacher’s version of the worksheet.
Finally, students use the language for expressing possibility, doubt and certainty in English to talk about photos. They are also encouraged to agree or disagree with each other to use the functional language even more.
This lesson includes an additional task to practise the language for expressing possibility, doubt and certainty in English. You can use it as homework or revision. It’s available in the teacher’s version of the worksheet. You can print it, cut it up and hand it out to your students. It’s also included in the e-lesson plan.
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