Luis Ángel Luis Ángel

Upper-intermediate level


In this lesson, students will be able to identify expressions for saying they are surprised and not surprised. By the end of the lesson, students will express themselves in different contexts using accurate expressions in informal conversations.


Main Aims

  • To provide practice of language used for reacting to something in the context of saying you are surprised or not surprised

Subsidiary Aims

  • To provide fluency speaking practice in a role-play in the context of reacting to something


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

I will start the class by telling the ss: "remember of a surprise you had time ago, for example, when someone gave you a special gift, when you were accepted in a school, when you became father/mother/uncle/aunt etc" Then I ask the question "How did you react?" I write it on the chat box and them send ss to breakout rooms to talk about it for 2 minutes. ICQs: -Have you thought of anything yet? -How much time do you have to speak? When they finish T elicit comments on their surprises

Text-work (6-8 minutes) • To provide context for the target language through a text or situation

T provides a text for ss to work on and instructs: "you will read this text and you will put the sentences in the box they belong". Ss are sent to breakout rooms and they read while they have to order the highlighted words in their respective boxes (Surprised/Not surprised). When they finish, T gives feedback on the language and corrects mistakes.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning: T elicits meaning by asking ss CCQs from the language analyisis sheet. Form: T provides an exercise on form. Ss are asked to work in teams to write the sentences in the structure they belong to. Pronunciation: T leads practice on pronunciation of each sentence focusing on intonation. CCQs: -Is the person surprised or not? -What makes you think he/she is surprised? ICQs: -Are you going to only use the highlighted words? (Yes)

Controlled Practice (6-8 minutes) • To concept check and prepare students for more meaningful practice

T provides a gap-fill activity for students to practice the target language in the context of three different conversations. ICQs: -Which words are you going to use?

Free Practice (12-15 minutes) • To provide students with free practice of the target language

Ss are given flashcards with descriptions of characters and a context for each group. Ss are sent to breakout rooms to prepare a role-play using their characters and contexts. When they finish, they will act it out in front of the class. Contexts provided: 1.-You have forgotten the birthday of your brother, you look for help with the first person you encounter and that's _________ (Your partner). 2.-You have won the lottery, you are so excited to tell your family but your lost your ticket while you were running, now, you and __________ (your partner) are looking for the ticket. 3.-You have experienced something shocking and you tell that experience to __________ (your partner). ICQs: -Have you chosen your character? -What is the context for your role-play? DEC is carried out in the end.

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