Charlene Charlene

TP 8: Exaggeration and Understatements
Upper Intermediate level

Description

In this lesson students will practice making exaggerations and understatements.

Materials

Abc Audio Track 7.14
Abc Audio Track 7.13
Abc Zoom White Board
Abc SB: Headway
Abc PPT
Abc Video
Abc Video
Abc Video

Main Aims

  • For students to become familiar with and use understatements and exaggerations in social situations where a degree of indirectness or directness is needed.

Subsidiary Aims

  • For students to practice speaking using exaggerations and understatements accurately.

Procedure

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

-T explains to Ss that they will watch 3 short video clips and asks them to think about the reactions of the characters in the 3 videos. What is similar about their reactions? (exaggeration, overreactions) -Ss watch video clips. -Ss respond to question. -T asks why the characters behaving this way? -Ss respond. -T shows 2 memes and asks how these compare to the 3 videos. -Ss respond. -T asks what they are saying and what they might actually be thinking. -Ss respond.

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

-T shows example sentences of exaggerations and understatements about love along with a photo. -Ss guess which ones are exaggerations and understatements.

Highlighting (2-4 minutes) • To draw students' attention to the target language

-T elicits from Ss how they know which sentences are exaggerations and which ones are understatements. -Ss respond. -Elicit from Ss when we would use either. -Ss respond.

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

-T presents 4 sentences using ECDWS stages. 1-2.) T: What do you see? Are they rich or poor? How rich? What's an example sentence? (They are very rich.) Great, we can also say 'They're absolutely loaded!'. Is this casual? Which is it- an understatement or exaggeration? 3.) Drill pronunciation- choral and individual 4.) Show written form. 5.) Elicit stress from Ss. Repeat again.

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

-T presents Ss with 1st task and models an example. -T also models how to find meaning of words by looking at context clues if needed. T also tells Ss they may use a dictionary. -Ss work on matching task in pairs.

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

Flexi Stage: -Ss listen to check if their answers are correct. -Next Ss practice stress and pronunciation of both exaggerations and understatements in pairs.

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

-T presents final task and models example. -Ss practice replying to understatements with exaggerated replies in pairs. -If time, Ss check their answers with a listening audio track.

Feedback and Error Correction (5 minutes) • Students correct their own errors

-T presents sentences from Ss discussions -Ss correct their own mistakes and choose correct sentences.

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