• for students to understand and use lexical items related to exaggeration and understatement.
• By the end of this lesson, Ss will be able to express about the context of “exaggeration and understatement.” by using speaking skill.
Procedure (34-45 minutes)
-T greets Ss and shows Ss two pictures about exaggeration and understatement. -Ss are given two minutes to discuss the pictures. - T elicits from the answers that Ss have an idea about the topic.
T asks Ss some questions about the topic like why do we use exaggeration and understatement? How can we make exaggeration? Ss are given two minutes to discuss the questions. T elicits from the answers that Ss have a clear idea about the target language.
T shows Ss four sentences about the topic. T asks Ss to read the sentences carefully. T asks Ss to guess which sentence has exaggeration and which sentence has understatement. T elicits from Ss the answers.
T shows Ss pictures and definitions that are related to "exaggeration and understatement" . Ss will elicit these words. They are ....................... T will make correction for the students’ answers. T will show Ss how to pronounce these words through drilling.
T asks Ss to answer the question by listening to task 4 p.78 at SB. T asks students to to work in pairs through breakout rooms to make underline for exaggerations and circle for understatement. T chooses Ss to answer. T checks the answers of the students.
T asks Ss to answer question 5 at p.78 SB T asks Ss to answer the questions by using exaggeration. T listens to the answers of Ss. T plays the recorder to Ss to know more expected answers.
T asks Ss to make a dialogue in the groups to ask and answer by using exaggeration and understatement? Ss prepare the task in the groups. T chooses Ss from each group to have free practice about the topic. T gives Ss their feedback.