Amelia Amelia

TP3 Functional Language--Exaggeration
Upper Intermediate level

Description

This is an integrated lesson that focuses on functional language to express frustration and surprise through exaggeration. Students will engage in language input activities to explore language surrounding expressing surprise and exaggeration, and will be given opportunities to practice these in the context of telling stories about good and bad days.

Materials

Abc Listening Surprise/Frustration Chart (Stage 4)
Abc PPT 3a&b blanks for FB (Stages 5 & 6)
Abc Exaggeration Picture on PPT (Stage 1)
Abc 7a Topics for Stories Cut-Outs (Stage 7)
Abc 3b Surprise and Knowledge HO (Stage 6)
Abc 3a Surprise Gap Fill HO (Stage 5)
Abc 1a Vocabulary Game Answer Sheet (Stage 2)
Abc 1a Vocabulary Matching Game (Stage 2)

Main Aims

  • To clarify and practice using functional language and vocabulary related to expressing frustration and surprise through exaggeration

Subsidiary Aims

  • To practice productive speaking skills, using the functional language of the lesson
  • To practice listening for and recognizing meaning of language related to expressing frustration and surprise through exaggeration

Procedure

Stage 1 (Warmer) (3-5 minutes) • To set the theme of exaggeration to express frustration/surprise in an engaging way, in the context of telling stories about your day

-Show comic of exaggerated fishing story -Assign SS the role of Bob or Jim -Bobs tell the story of the picture (your day fishing), Jims ask questions about the day -ICQ: Which picture are you going to talk about in your story? (The big fish) CCQs: -In the story your partner told you, did he describe his day exactly how it was? -Were you surprised by the story you heard? -Did you believe the story you heard? -In the story you told, did you say how things really were, or did you make it bigger? Elicit word "exaggerate" -What do we call it when we tell a story bigger than how it really is?

Stage 2 (Language Input 1, Exaggeration) (6-8 minutes) • To present and clarify meaning of the vocabulary of exaggeration

-Give cutouts with definitions and target vocabulary on tables -SS work in groups of 4 to match the vocabulary with the meanings -After 3 minutes, SS move to the group next to them and check and change the vocab with the HO I give them CCQs -If I am really hungry, what do I say? (repeat and drill stress on "starving") -If I want to buy a new car but it's really expensive, what do I say? (repeat and drill stress on "fortune") -Would I say "I'm not carrying that, it weights a ton" to my boss? To my friend? -If I'm telling a story to the police, do I usually exaggerate? Who do we use expressions like these with?

Stage 3 (Controlled Practice/Speaking) (5-7 minutes) • To provide controlled practice speaking the target vocabulary of exaggeration

-Assign SS colors (you're pink, you're blue, etc.) -SS sit at the table that has the same color of paper that they are -At tables, work in pairs to pick 5 sentences from the matching game and tell each other about a time they might have said each one -Encourage SS to ask follow-up questions -As a WC, ask one S to tell another S about when he used one of the expressions (repeat a few times)

Stage 4 (Listening) (7-9 minutes) • To provide controlled practice listening for how speakers use exaggeration to express frustration, disappointment, or surprise

-Give SS a table with columns for frustration, disappointment, and surprise -SS listen to the dialogue and take notes on things speakers say that express frustration, disappointment, and surprise -SS compare chart with a partner and see if they wrote some of the same things -After the listening, WC generates ideas to fill out the chart together on the board

Stage 5 (Language Input 2, 3a Surprised/Not Surprised) (2-4 minutes) • To clarify vocabulary used to express whether you are/are not surprised

-SS work in pairs to complete 3a gap fill -Select pairs who finish to write in blanks projected on the board -FB with WC any wrong answers -Lead in to next activity by reminding SS that when we express surprise it is because we didn't know beforehand something that the speaker was going to say

Stage 6 (Language Input 2, 3b) (3-4 minutes) • To clarify the rule of using negative auxiliaries in a question when we think we know the answer

-SS work in pairs to complete 3b -For FB, nominate SS to circle the letters of the questions projected on the board -Nominate S to circle correct answer to rule on board -On rule sentence, write out "had they not" under "hadn't" and "did you not" under "didn't you" to clarify negatives in questions CCQs: -When we are not surprised about something, do we know the answer or not? -When we think we know the answer to a question, do we ask using positive or negative verb?

Stage 7 (Speaking) (10-12 minutes) • Provide a context for students to produce the target language and practice speaking using exaggeration and vocabulary to express surprise

-Give SS a slip of paper with a situation on it -SS read their slip and imagine a story that describes that situation. Take notes if necessary. -SS find someone with a different color slip of paper and tell their stories to each other -Encourage SS to tell their partner whether they are surprised or not surprised about details in the story, and ask follow-up questions -Monitor for any errors to correct in delayed FB on the board after the activity is finished -Ask, who heard a surprising story? Ask S to tell it. -Ask, who heard a story that they were not surprised about? Ask S to tell it.

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