T- projects on the jamboard images of people expressing surprise and without surprise. T- Elicits learners to give ideas of the projected images. When do we express surprise or the opposite?

Learners will listen to a conversation between Judy and Martin where they talk about situations in real life and use expressions of surprise. Are we listening for much detail? No Instructions: Listen and choose the activities mentioned. Which of these activities are mentioned in the audio? -Their holiday plans. - Something they´ve bought recently -Judy´s computer. - Car repair -a problem with their son -a doctor´s appointment - Judy's brother -the garden T conducts OCFB

T- projects on the Jamboard surprise sentences. Are we filling in the gaps with difficulty? No Instructions: Fill in the gaps I don´t _believe_ it You must be _jocking_! You´re kidding! Why on _earth_ ( doesn´t he listen to me) Wow, that´s fantastic _news _! I am not surprised, to be _honest_. I_bet_ you were. Well, _no wonder _(you´ve got a virus). Well, he would say that _wouldn´_t he? Yes, I can _imagine_ Students check answers in pairs for 2 mins. (via private messages) T-conducts OCFB T- shares audio for learners to copy the intonation for exaggerating. S- choral drill. To provide the form. T- Projects the next questions: T - Elicits students for the right answers. Are we expressing surprise because we can´t believe is true? Yes Do we exaggerate our intonation when we are surprised? Yes Are we expecting things to happen the way they did? Yes and No 4.-What do we say before introducing a surprise? Guess what? T- Projects questions to provide the form for questions before surprise expressions as an answer. 1-In which questions does Martin not know the answer? Have you had a good day? Did you ask him to come to the barbecue this weekend? 2.-In which questions does Martin think he knows the answer to? Hadn´t they promised to be here today? Didn´t you install that anti-virus software? -OCFB- We normally use negative auxiliaries when we think we know the answer, in this case, Martin thinks that the answer for "a" is yes and the answer for "b" is no. For appropriacy. T- Projects Jamboard with exaggerating expressions to elicit student for the right answer. Are these expressions formal, informal or neutral? There are informal as we listened in the audio, this is a conversation between family members ( wife and husband) Although for example, we can say that kidding is more informal than jocking. T- Projects on the Jamboard a fill gap activity. Instructions: Now it´s your turn to complete the surprise expressions. Martin Guess what? One of my actors has just got a film contract in Canada. Judy Wow, that´s fantastic___news____! M- Yes, I´m over the __moon____about it. J- I _can__imagine. No___wonder__you look so happy. M- And don´t forget I get 10% of what he earns. for the part. J- You´re__kidding/ joking_____.But_____wasn´t___that the job Eddy wanted? M- Yes, it was. But I´m not ___surprised___he didn´t get to ___honest__. He wasn´t really right. But he was still upset. J I ___bet__he was. So I´m glad he´s going to GSTAAD. M- Now there´s and idea. ____Aren´t______you due some holiday? J-Yes, I am. Why? M- We could go skiing in Gstaad. J You must be kidding/joking ! That´t cost a____fortune____! T- Gives instructions: Listen to check the answers. (optional according to timing)

T- Gives instructions for the next activity. S- Discuss in breakout rooms Discussion. Imagine you had a very good or bad day yesterday. use one of these ideas on your own. - You ended up in a police station. -You won a lot of money -You fell in love -You ended up in a hospital. -You met an amazing person.

• T conducts OCFB following up on the productive stage. • T writes on the screen samples of learners’ production and asks learners to identify correct and incorrect sentences and correct them if needed. • T conducts OCFB