T draws Ss attention to the lesson's pic and try to elicit the theme. -what do you see in this pic? - Do they feel excited or bored? - what do you think they are talking about? - Are they excited to exchange talks? - do they feel exicted? so now guys I want you to tell your friend about a time you got surprised and remember to take notes of your friend answer. work in pairs. you have 2 mins. ICQs will just speak or also take notes? alone or in pairs? how many minutes? T receives Content feedback T sets the context: so what do you think today's topic is about? so now guys in this lesson we will learn about how to give surprising news and how to react to them.

T introduces the main aim so now guys we have a conversation between the two friends in the pic. I want you to read as you listen, don't go over every detail and answer these questions. do it alone. ICQs will you focus on every detail? will you just read as you listen or also answer the questions? alone or in pairs? After they are done T asks Ss if they need to play the audio again T asks them to share there answers together. T takes the content feedback. so guys do you have same or different answers from your friends? T takes individual feedback and then shows the answer on the screen. T asks "now guys tell me your score?

So now guys look at the chart you will see incomplete expressions. Some for giving surprise news, and some for reacting with surprise. To complete them look at the expressions in bold from the conversation. work alone. you have 2 mins. ICQs how will you complete the expressions in the chart? will you work alone or in pairs? how many mins? After they are done T asks them to share there answers together. T takes the content feedback. so guys do you have same or different answers from your friends? T takes individual feedback and then shows the answer on the screen. T asks "now guys tell me your score?

T draws a chart on the board with two headings: giving surprising news, and reacting with surprise. T performs MPF T helps students to sort out the expressions under their headings. 1) Do we say "I had a real surprise" when we give surprising news or when reacting with surprise? so now listen carefully and notice the intonation. notice the rhythm, the melody. okay now repeat after me. Ss repeat o Chorally o Groups o Individually Form; T writes the expression on the board and asks Ss do you think is this a noun or an adjective? no so what is it? is it a phrase/ yes. we also call it a chunk. 2) Do we say "are you serious" when we give surprising news or when reacting with surprise? so now listen carefully okay now repeat after me. Ss repeat o Chorally o Groups o Individually Form; T writes the expression on the board and asks Ss so again what do we call this? 3) We can use the phrase" you will never guess" to....? give... or react? so now listen carefully okay now repeat after me. Ss repeat o Chorally o Groups o Individually Form; T writes the expression on the board. 4) We can use the phrase" you're not going to believe this" to....? give... or react? so now listen carefully okay now repeat after me. Ss repeat o Chorally o Groups o Individually Form; T writes the expression on the board. 5) when do we use this phrase" you will never guess" ? To give... or react? so now listen carefully okay now repeat after me. Ss repeat o Chorally o Groups o Individually Form; T writes the expression on the board. Now take care of this: 6) when do you think we can use this phrase " I can't believe it" only to give surprising news or to react with surprise or both? so now listen carefully okay now repeat after me. Ss repeat o Chorally o Groups o Individually Form; T writes the expression on the board.

T asks Ss to put the conversation in the correct order from 1 to 4. alone you have 2 mins. ICQs what will you do? alone or in pairs? how many mins? After they are done T asks them to share there answers together. T takes the content feedback. so guys do you have same or different answers from your friends? T takes individual feedback and then shows the answer on the screen. T asks "now guys tell me your score? So, now practice the conversation with your partner (usually it takes less than 2 minutes. but T won't set the time not to bother them)

So now guys this part is here to help you sound more like a native. T asks Ss to listen to the conversation to answer what surprising thing happened? How did it happen? do it alone. no ICQs are necessary. After they are done T asks them to share there answers together. T takes the content feedback. so guys do you have same or different answers from your friends? T takes individual feedback and then shows the answer on the screen. T asks "now guys tell me your score?

T asks Ss to read the information in the box about repeating words to express surprise. after they are done T asks Ss to listen again and find out what does Eric repeat? why? to express surprise.2

A) complete the conversation with repeated words to express surprise. do it alone. After they are done ( 1 min) T asks them to listen again and check their answers B) T divides students into A and B. Then model the activity and ask Ss to do as him.

it's speaking time I want you to think of 3 surprising situations happened to you. use the ideas below to help you if you want . prepare it alone you have. 2 mins. ICQs how many situations will you prepare? alone or in pairs? how many minutes? after they're done T models how to take turns role playing the conversation. you have 7 mins. ICQs will you just tell your partner about your surprising situations or also reacting to his ones? so you take turns right? alone or in pairs? how many minutes?

The T conducts WC content feedback. T uses the notes he took while monitoring them to write the incorrect sentences on the board, and then starts to elicit from them the correction