TP6: Functional Language - Expressing Surprise
By the end of the lesson, students will have learned and practiced using language for expressing surprise in the context of talking about one's day.
Learners will have practiced listening for gist and specific details in the context of a couple talking about their day.
Procedure (41-50 minutes)
Ask students to discuss the following question: "Think about your week. Did anything exciting or disappointing happen? Share with a partner." Highlight that partners should react to their partner's week. "Partners make sure to react to the story." Provide model: A: On Sunday my boss texted me that I didn't have to come into work Monday and Tuesday. B: Really? That's amazing! / I can't believe it! Students discuss in BoR (3 minutes) Transition: "Thank you for sharing about your day. Now, we're going to listen to an audio recording about Judy telling her husband, Martin about her day. Let's pay attention to how he reacts."
Teacher provides students with the transcript of the audio dialogue "Here's the transcript of the Judy and Martin's conversation. Take one minute to look it over" "We will fill in the blanks in the transcript with words in the word bank." Teacher presents word bank Teacher models words in word bank. Has students repeat after him. CCQ: What are we doing now? Listening to the dialogue, filling in the blanks with the words T. plays audio (3 minutes) T. has students check their answers via private message (BoR partners) OCFB. T. provides answers to students.
T. Presents key phrase in context of text. - One phrase where listener is surprised - One phrase where listener isn't surprised. T. models the whole sentence (A & B) T. elicits from students, what's the meaning of first phrase. When do we use it? T. elicits from students, what's the meaning of second phrase. When do we use it? T. explains that we will learn about reactions of surprise and no surprise. T. Provides guided discovery work. As a class categorize which phrase has element of surprise, which phrase doesn't. T. Covers form & pronunciation of each phrase. Guided discovery of pronunciation (Provide 2 instances of sentence stress. Select the correct one).
Students complete worksheet on surprise and not surprised reactions. Students check answers with a partner (Private message) OCFB. T. provides answers, students check. Any questions?
T. explains students will now role-play and pretend something happened to them. "Now you will take turns role-playing and pretending something happened to you." T. elicits ideas from students "First, let's come up with ideas together, for example:" - You fell in love - You ended up in a police station - You wake up in a different country - You won the lottery T. models A & B interaction with a student (Use ex-girlfriend example) A: The craziest thing happened to me this week. B: Really? What? A: My ex-girlfriend from 5 years ago texted me. B: You're kidding. A: Yeah, she told me she just broke up with her boyfriend. B: Oh, no wonder she texted you! T. Explains students will share 2-3 stories with a partner where partner reacts. We will change groups after the first round.
- T writes on board accurate language that students used. T. highlights why the language usage was good. - T writes on board language that needs to be fixed. - T tasks students with identifying the error in groups (BoR) - OCFB. T elicits corrections to sentences from students.