vanina waxman vanina waxman

Functional language: Surprise
upper- intermediate level


Main Aims

  • To provide clarification and practice of language used for saying you’re surprised or not surprised

Subsidiary Aims

  • To provide practice on using intonation to support meaning. To make student aware of the difference of register and appropiacy for expressions in English


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

T. will show a page full of gifs of surprised people and asks students to imagine what news they could have received. Then, T. will show a page full of gifs of UNSURPRISED people and asks students to imagine what news this second group might have received.

Exposure and Highlighting (6-8 minutes) • To provide context for the target language through a text or situation

Ss will listen to the full audio in Open Class (gist) and choose which things were talked about •    the TV delivery •     a new pandemic •    Judy's computer •    the plot of a movie •    a problem with their son •    politics Ss will listen to the audio again in BOR. This time divided into sections and complete a questionnaire to get a more thorough understanding and extracting MS at the same time

Clarification (16-19 minutes) • To clarify the meaning, form,pronunciation and appropriacy of the target language

Meaning T, will show the MS and elicit that they are used to express surprise or lack of surprise Ss will go to BOR to o a drag and drop activity to arrange the MS into two groups according to meaning OCFB Appropriacy T. will ask the students to provide other examples of useful expressions and include some formal and informal options from the ones contributed CCQ Will you say this to your boss? Will you text this to your BFF? Ss will go into BOR to complete a cline arranging the expressions from the most informal to the most formal ones Pronunciation T. will model one expression to show surprise and one expression to show lack of surprise focusing on the pitch rise or fall. Ss will read individually all the MS showing intonation Choral drilling Form T. will use two of the MS to explain that expressions could be fixed (no parts can be moved without rendering the phrase meaningless) or seem-fixed (some parts like tenses or pronouns can be moved) CCQ MS: No wonder Can I say he hasn't wondered? NO MS: I am not surprised Can I say he is not surprised?YES Can I say We were not surprised? YES Ss will go into BOR to arrange MS and other expressions provided during OCFB according to their fixed or semi-fixed form

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

Ss will play a Wordwall game (Game Show Quiz) in BOR to choose between different expressions according to meaning and/or appropriacy

Free Practice (6-8 minutes) • To provide students with free practice of the target language

Roleplay Ss will go to BOR and pretend to be two groups of friends who meet for brunch EVERY SUNDAY. One of them must share some news with the others. The rest must react using the TL and proper intonation and keep the conversation going. One group will have to be extremely surprised and the other clearly unsurprised.* *If there is enough time, they could change halfways

Feedback and DEC (2-4 minutes) • To provide feedback on students' freer practice and use of language

DEC on good use or errors in the use of useful expressions. Feedback on additional intonation tips

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