Dru Sutton Dru Sutton

Upper-Intermediate level


Main Aims

  • To provide practice and clarification of language used for dealing with surprises

Subsidiary Aims

  • To provide fluency speaking practice with story-telling in various different role-playing contexts


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

Students will discuss ways to express surprise in their language (Spanish). This will allow them to warm up to the topic, while reflecting on the literal meaning of their expressions of surprise.

Pre-Reading/Listening (7-8 minutes) • To prepare students for the text and make it accessible

Students will listen to the audio one time. After listening independently, they will be split into BORs to do a gist activity where they will think of 3 headings for the major sections of the text. These sections will be divided into: TV delivery/computer virus, fight at school, and vacation to Switzerland. (all sections are separated on the script that Ss will be provided) The script will be provided for them. After this is done, there will be a brief OCFB where the answer key is shown.

While-Reading/Listening #1 (12-15 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Meaning will be taught through a Form activity. Situations are given, and students will need to pick the correct expression for the given situation. This will be done in pairs via BORs. https://forms.gle/ao59BaFG15oeg56r9 Form will be taught using Google Forms to check students know which words belong in each expression and which don't. This should also reinforce meaning. https://docs.google.com/forms/d/e/1FAIpQLSeiKnqlujjn-JzUliDq-an8jLzYGHOW1Oiu3YYYl5oPhjmnBw/viewform?usp=sf_link Pronunciation will be an activity where students will listen to each item in different tones and will share with students the different feelings they may indicate. (ex. "Wow that's fantastic news" in a flat tone vs. a friendly tone). This will give students the opportunity to learn how these items can be used dynamically. This will be done simply with slides and through drilling as well as calling on some individuals.

Controlled Practice (5-5 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Students will take a few minutes to do a Google Form (independently) where they will select the option that does not fit the context. This will be an adaptation of activity 6.

Post-Reading/Listening (10-11 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

The freer practice will consist of a role-play activity where students will take up a character that they will act out with a partner in BORs. Each group will have 2 role-plays to do and each role-play will consist of a scenario and a tone (genuine, sarcastic, etc.). Students will be encouraged to use different intonations of words to express the tone so that they can obtain a good grasp on the flexibility of English expressions.

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