New lesson plan: TP5_LP_RAYZA ROMERO RODRIGUEZ

Rayza Romero

TP5_LP_RAYZA ROMERO RODRIGUEZ - UPPER INTERMEDIATE level

TP5_LP_RAYZA ROMERO RODRIGUEZ
UPPER INTERMEDIATE level

Materials

No materials added to this plan yet.

Main Aims

To provide fluency speaking practice in a conversation in the context of surprises.

Subsidiary Aims

To provide clarification and practice in ways of saying they´re are surprised or not surprised.

Procedure (45 minutes)

Lead-in (5 minutes) • To set lesson context about surprises and prepare students for conversations.

I will present the following question: What surprises you the most? This will allow students to engage into the topics as well as to gain confidence while speaking.

Content preparation (7 minutes) • To provide a model of conversation using phrases about surprises.

Students will watch a video from Face 2 Face book ,in which they get expose to a model of conversation between a couple talking about how was their day while using expressions of surprised and not surprised. Students will be asked to write down surprised and not surprised phrases their hear in the video.

Language Preparation (6 minutes) • To highlight and clarify useful language for coming productive tasks

Students will see 2 phrases for saying they´re surprised and 2 phrases for saying they´re not surprised. I would ask a couple of CCQ to make sure students understand the meaning, ex. I don´t believe it (are you surprised or not - yes I´m surprised). Well, mo wonder (Were you expecting this? yes ) I would try to elicit from students where is the sentence stress and will clarify pronunciation. 1. I don´t believe it - /aɪdɑnt/ bɪˈliv ɪt/ 2. You´re Kidding - /jʊr/ kɪdɪŋ 3. Well, no wonder -wɛl noʊˈwʌndər 4. I´m not surprised, to be honest - Aɪ´ɛmnɑt sərˈpraɪzd tu bi ˈɑnəst

Productive Tasks - Speaking (20 minutes) • To provide an opportunity to practice target productive skills while talking between peers

TASK 1 :Students will produce two speaking tasks, the first one will be a role play in which they have to pretend they´re telling each other how was their day and respond to those news using surprised and not surprised phrases. Example: SPEAKER A: HI THOMAS, GUESS WHAT ? TODAY I DROPPED MY CELL PHONE AND IT BROKE. SPEAKER B : I´M NOT SURPRISED, YOU ALWAYS DROP YOUR CELL PHONE. SPEAKER A : I WANTED TO GET IT FIXED BUT IT´S TOO EXPENSIVE, ALMOST LIKE BUYING A NEW ONE. SPEAKER B: I DON´T BELIEVE IT. TASK 2: Students will work in groups to answer the following questions, trying to use vocabulary about surprises. WHAT DO YOU THINK IS THE MOST SURPRISING THING ABOUT YOU ? WHAT DO YOU THINK IS SURPRISING THING ABOUT YOUR COUNTRY? WHAT HAS SURPRISED YOU WHEN YOU´VE MET PEOPLE FROM OTHER COUNTRIES.

Feedback and Error Correction (7 minutes) • To provide feedback on students' production and use of language

I will write down some of the phrases that students will use during their speaking tasks, to share with the class some of the language used, at the same time I will try to elicit from students correction to some of the phrases.