English Lesson Planner | Functional Language

Karli

Functional Language - Surprises - Intermediate level

Functional Language - Surprises
Intermediate level

Description

In this lesson, students will be practicing accuracy and then fluency with the language around surprise or expressing surprise. They will complete tasks and speak with each other.

Materials

Student Coursebook

Meaning Task

TP 6 Surprise

Student Coursebook

Meaning Task

TP 6 Surprise

Main Aims

To provide accuracy speaking practice in a coversations in the context of expressing surprise

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of expressing surprise

Procedure (30-40 minutes)

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Teacher asks the students to talk with each other and answer the question: "Are you easily surprised?" Students will go into breakout rooms to discuss for 3 minutes.

Open Class Feedback (2-3 minutes) • To allow teacher to check understanding & students to share feedback on task

Teacher closes breakout rooms and elicits answers from the students about if they are very easily surprised.

Exposure (4-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

Teacher reviews some of the language used to express surprise/non being surprised with the class using a fictional conversation.

Useful Language (2-3 minutes) • To highlight and clarify useful language for coming productive tasks

Teacher provides a task for students to complete individually to practice context for surprised/unsurprised language.

Open Class Feedback (3-5 minutes) • To allow teacher to check understanding & students to share feedback on task

Teacher gets students attention and reviews the task completed by eliciting answers from the students to practice the language.

Productive Task(s) (5-6 minutes) • To provide an opportunity to practice target productive skills

Students are moved into breakout rooms to tell each other surprising stories and allow them to practice expressing surprise or not being surprised together. Teacher monitors.

Open Class Feedback (2-3 minutes) • To allow teacher to check understanding & students to share feedback on task

Teacher closes breakout rooms and asks the students to share what they were talking about. Models surprised language and offers suggestions.

Productive Task (5-6 minutes) • To provide opportunity to practice target productive skills

Students return to breakout rooms to talk with each other about their other surprising or shocking stories. Teacher monitors.

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

Teacher closes breakout rooms and elicits answers from students about surprising things they talked about. Models language and does delayed error correction.