Expectations: Game, Set and Match
Upper Intermediate level
To develop and practice lexis for expressing how things conform to or depart from expections such as "naturally," strangely" and "miraculously."
To provide fluency speaking practice with terms for expectations.
Procedure (152-196 minutes)
Ask if anyone likes or plays tennis. Explain that we are about to see a brief video about a famous tennis match between a male star and a female star back in the 1970s. Tasks: A) Try to predict whether Billie Jean King or Bobby Riggs won the match and B) Was the video really about tennis, or about something else? What? Anticipated problem Some may have trouble grasping the gender conflict element of the video. Solution: Give brief background to the King-Riggs match; assign watching tasks above.
Was this film just about tennis? No. About gender. Who do you think won? Why? Speak in pairs about who you think won and why. Students are informed that King in fact defeated Riggs 6-4, 6-3, 6-3. Anticipated problem Perhaps someone may know the outcome of the match ahead and blurt it out. Solution: Have them discuss whether King's victory was a surprise or not.
The overall aim will be to use a cline to illustrate meaning of TL. One end of cline will represent the confirmation of expectations (of course, needless to say) while the other will represent surprise and unexpectedness (miraculously, remarkably). In the middle we have mild surprise (oddly, strangely). I will attempt to draw out TL with confirmation of expectations. Ex. What would you say if I told you men are in general stronger than women? Of course . . . Next, I will move to surprise. Perhaps: "What would you think if I told you Ceyda can beat me up?" You might be . . . . sur . . . . etc. etc. Finally, what would be your reaction if all men suddenly volunteered to do all of the chores? It would be a miracle. These items will be placed on a cline to illustrate rising level of surprise. CQs: Obviously, Needless to say: Am I surprised by something? No. Did I expect it? Yes. Strangely, Oddly: Am I surprised by something? Yes. Did I expect it? No. Am I really shocked? No. Miraculously, remarkably: Am I surprised? Yes. Did I expect it? No. Am I really, really surprised? Yes. Anticipated problems 1. Students may not know some or all of target language. Solution: Use leading questions such as "What do you call something that you did not expect to happen?" A surprise. "How do you form an adverb from the noun? "Surprisingly." 2. Students may not be able to grade the terms in regards to level of surprise. Guide students through use of cline.
Students may have trouble with the twists and turns of “miraculously” Write: /mɪrakjʊləsli/ on board Stress on the underlined syllable: mi rac' u lou sly Drill both word stress and overall pronunciation.
Working alone then checking as pairs, students complete gap-fill exercise with sentences based on the Riggs-King tennis match. Check answers as class briefly, allowing for alternate answers from cline list. Anticipated problem Early finishers Solution: Have them write answers on board.
Demonstrate and drill how intonation of these words varies in direct relation to the level of surprise. Of course, men are stronger than women. (relatively flat tone). Surprisingly, women sometimes defeat men in sports. (The adverb is intoned a bit more strongly.) Miraculously, Ceyda defeated Glenn in boxing! (Sharp intonation) However, we can suggest sarcasm by stressing the normally mild “of course” and by stressing some of the other terms even more. Stressed words are all caps: Of COURSE I stayed sober last night! MiRACulously, it did not rain on my day off. CQs: What do I mean when I say "miraculously" it did not rain on my holiday? Am I saying I usually have good luck on my vacations or bad luck? Bad luck. Is is usually sunny, or is it usually rainy? Rainy. I am complaining. Anticipated problems Not understanding what "sarcasm" is Explain with rough definition (A rough or critical remark, often in which one exaggerates or says one thing, but means another). Ex. Bobby Riggs REALLLY believed in equality. I LOOOOOVE CELTA.
Students take turns reading lines from role play. Sentences focus on using intonation and stress to make TL communicate emotions. Anticipated problems Male students may not like reading female lines and vice versa. Solution: try to encourage good humor or allow students to switch.
Elicit a few areas in which we can debate equality. Housework. Pay. Education. Military service. Then arrange chairs in faceoff format (three facing each other on each side). One side will be “yes” side; the other will be “no.” Divide students by number so they are forced to take a side, even if they disagree with the position in question. They take turns making arguments for their side, using TL as much as possible. When one person makes a statement, she or he is replaced by a teammate standing behind him or her.