To provide fluency in the context of surprise and exaggeration
Functional language and listening
Procedure (30-55 minutes)
T shows a photo of M on OHP and explains she is always exaggerating. She likes to exaggerate a lot and is always surprised, "i could eat a miilion ice creams" "i saw a bug as big as a house" T elicits exaggerate, imagination, surprise, wonder, expression. T then show image of Al Bundy looking 'speechless', on OHP. "What is this man's expression?" Ss say surprised/shocked. T says in English we have informal sentences for exaggerating. This one is "I'm speechless" or "I'm lost for words" T then gives a demo of the next activity. Ss have HO:01 with 11 exaggerating phrases on. Pictures b,c,d,e,f,g,h,i,j,k,l are stuck on the walls of the classroom. T gives them 5 mins to match the photos with each sentence. T then WCFB and get them to read out their answers. T then gives them an answer key - HO:02
T then instructs "Work i pairs, take turns to tell each other about your situations using these phrases in HO:02, for example" "I got stuck in traffic, it took me forever to get home" " Those students are so naughty, i'm going out of my mind" T gives them 5 mins and corrects errors/pulls out form T then asks them about interesting things other Ss have said. T writes on WB and drills two or three model sentences for practice intonation for exaggeration. T explains we can exaggerate with intonation. "That's a biiiiiiiiig house"
T give Ss HO:03 The Ss work in pairs and try to work out the gap fill T gives them 5 mins and monitors T then gets feedback from the class using nomination.
T then tells the Ss that they will repeat the sentences they have just formed in HO:03 T plays CD R4.6 T pauses each sentence and the Ss follow. T can give intonation examples T explains "You're joking/kidding" "You must be kidding" and explain that kidding is more informal "We often use \guess what\ for surprising news"
T gives the ss HO:04 Then plays the track once R4.7 "Be aware of the stress on words" Ss then practice the conversation in pairs (could get a strong pair to demo the whole piece) One Ss is Ellen the other is Steve ( If time they swap ) T monitors and error corrects intonation and pronunciation
T asks the Ss to think of 3 good or bad things that have happened to them and using the TL/ they have 5 mins to write these down. Ss then in groups take it in turns to talk about there day using the language from HO:02 and HO:03 T monitors and corrects intonation and pronunciation