Upper intermediate level
To facilitate Ss guided discovery of the use of functional language to add emphasis and to clarify its meaning, use and context.
To guide Ss in the stress and intonation used for the pronunciation of functional language to add emphasis
Procedure (44-56 minutes)
Start with picture with names Hannah and Dan on the whiteboard. T elicits from ss that they are probably a couple and that they don't look happy - that they are arguing about something. Ss in GW to predict what they might be arguing about. T writes a few possibilities as the outcome of discussion on the whiteboard - try to generate someone might have lost or forgotten something.
T Introduces the text of the conversation and asks ss to read it then discuss in PW what has Hannah lost. T elicits quick WC feedback from a couple of pairs. t checks by eliciting ss understand meaning of "hopeless" in this context and "you've got a nerve". T then elicits/ points out if needed that there are some things missing in the text . T asks ss to listen to a recording of the conversation and to write in the missing text. T pauses recording after each line with a symbol as needed to ensure ss pick up words. Ss check answers as PW with quick WC feedback to further check ss have correct dialogue. WC T asks CCQs to ensure ss understand the form of the language - does the conversation make sense without the extra words ? ans Yes do the extra words change the meaning or just add emphasis ? ans add emphasis
Hand out analysis exercise and ask ss to work in the same pairs to answer the questions. T to monitor and assist as necessary. Feedback as a WC. Check/ elicit answers to each of the questions. Refer to the language analysis sheet and ask ss or T to write on the whiteboard as needed to clarify meaning and form issues in the language analysis for the different types of language used. CCQs from language analysis as needed.
T hand out Controlled practice exercise and ask ss to work in different PW to complete just the first question - match the sentences in part A with the right one in part B.T hand out answer key and asks ss to check in same PW. T to monitor and clarify any difficult ones as WC only if needed. T then asks ss to do part 2 in same PW - T to monitor and write up possible intensifiers or emphasis phrases on whiteboard as a reminder if needed. Check a few answers as WC feedback by eliciting answers from pairs then play recording of conversation and ask ss to listen and compare answers
T asks S to role play the first 2 sentences - by referring to names in the recording ss have just heard. T models " I'm absolutely exhausted' etc emphasising "absolutely". If S does not use correct emphasis on "your so boring" T elicits error correction. Write on whiteboard if needed. T then drills 'I'm absolutely exhausted" and 'your so boring". T hands out transcript and asks students to mark the words that are stressed in it with a dot above the word. T plays recording again pausing briefly after each pair of sentences to give time for ss to mark stress. Ss then work in pairs to complete marking the stress on the other sentences and to practice saying them to each other and check answers. WC feedback of answers to 2 or 3 sentences. T to model more sentences if needed for error correction.
If time, T hands out Workbook exercise 9 and asks ss to work in PW to complete exercise A by adding the words in the box to the text. WC feedback to check answers.