Upper Intermediate level


Abc Face2Face Upper-Intermediate Student's book
Abc Google Docs - True or false Activity
Abc Power Point presentation

Main Aims

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

Subsidiary Aims

  • To provide fluency speaking practice in a communicative task in the context of surprising information


Lead-in (4-5 minutes) • To help students contextualise the lesson

T shows a slide with the question: "Can you believe it?" There are also three real fun facts; Humans are the only animals that blush. Kids ask 300 questions a day. Koalas have fingerprints. T tells Ss, "can you believe this information?" Talk about it for about three minutes in BORs T monitors and then conducts OCFB

Text work (7-8 minutes) • to help students identify target language

GIST T shows a silde with a picture T tells ss, "these are Judy and Martin, you're going to listen to a conversation between them. Can you tell if Judy had a good or a bad day?" Ss listen and then T conducts OCFB INTENSIVE TASK T tells ss, "now we are going to listen again and answer a True or False exercise about this recording". T gives Ss a google document with the activity Ss listen again Then T sends Ss to BORs to compare answers at OCFB T shows a slide with the exercise so everybody knows the correct answer

MFP (11-12 minutes) • To help students clarify target language

MEANING T shows some expressions from the listening activity T tells ss, "these are some expressions from the listening activity. Can you tell me which ones we use to show when you're surprised or when you're not surprised?" T let ss provide answers T shows again the expression from the lead-in and asks ss to react to this expressions with the new language APPROPRIACY T shows Ss a slide with the expressions and explains that some of them are less formal. The slide has two sections with some neutral expressions and less formal expressions FORM T shows a slide with the expressions T tells ss, "these expressions use the structure of common sentences. They could be affirmative, negative or questions". T asks ss, "what is the structure of an affirmative sentence?" Ss may answer, "subject + verb + complement" T shows the expressions that follow that structure T: "what's the structure for negative sentences?" SS may answer, "subject + negative auxiliary + verb + complement" If they do that, I'll ask "what if the structure has the verb be?" Then T asks Ss, "what is the structure for questions?" ss may answer, "Question word + auxiliary + subject + verb + complement?" T asks Ss, "what's different about this question?" Ss may answer, "it's negative" So, the structure for this question is "Why on earth + negative auxiliary + subject + verb + complement?" PRONUNCIATION T shows a slide with the expressions and the sentence stress T tells ss, "remember last class?. What words do we normally stress in a sentence?" Ss, "content words" or they may name the kind of words T reads the expressions and ss repeat

Control Practice (5-6 minutes) • to help students practice accuracy (Form)

T shows a slide with an exercise There are mini conversations T tells Ss, "look at the mini conversations and choose the correct reaction according to the context" T lets Ss work for two minutes T sends Ss to BORs for two more minutes to compare answers Then T conducts OCFB

Freer Practice (9-10 minutes) • To help students practice fluency (Meaning and Pronunciation)

T shows a slide with the title 8 fun facts T tells Ss, these are 8 real fun facts, similar to the ones in the first activity. Talk about them and try to express if you're surprised or not. T sends Ss to BORs T gives Ss 5 min T monitors BORs Then T conduct OCFB

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