Procedure Materials Interaction Timing Objectives

Pre-Teaching
1. The teacher writes a strange sentence on the board, such as “ I am going to Africa tonight.”.
2. Ask students if they believe you. If they give an expression of surprise in their own language, ask if
anyone knows the English translation.
3. The teacher writes some funny/sentences on the board.
4. The teacher gives 3 examples of expressions of surprise or disbelief. Teacher- • To activate
Funny Sentence Expression of Surprise List of funny/strange student 10 minutes background
- My father is Barack Obama. - Wow! Are you serious? sentences. knowledge
Student-
- I am 150 years old. - That’s impossible. student
- My cat likes to sing Justin Bieber - Is it true?
songs.

Whilst-Teaching

1. The students make her own sentence of surprise.

2. Throw a ball to one student, and ask her to read her sentence. The student throws the ball to another
student. Then, that student must give an expression of surprise/disbelief. Continue until the students are
comfortable with the expressions.
3. Students write 1-5 strange/funny facts about themselves in their notebook.
4. When the teacher says “1-2-3 Go”, the students must race to read their funny sentence to 5 different
students and get 5 different expressions of surprise. Worksheet- Teacher- 75 minutes - To practice using
student expressions of
Example: Dialogues surprise/disbelief
expressing Student-
Student A: Spongebob is my brother student
Student B: You must be joking! surprise/disbelief
Student A writes “You must be joking!” in notebook.
Student A: Spongebob is my brother
Student C: Really? Are you serious?
Student A writes “Really? Are you serious!” in notebook.

The first student to finish gets a prize. All students must complete.
5. Students complete 3 dialogues using the expressions of surprise or disbelief.
6.
6. In pairs, students practice the dialogue they have completed in the previous activity.

Post-Teaching

1. Some students write some strange/funny facts on the board.

To practice using
2. Some students write some expressions of surprise/disbelief correspond to their friends’ sentences in the Storyboard Teacher-
15 minutes expressions of
previous activity. template student
surprise/disbelief
3. Review together and review expressions of surprise for each.
in appropriate
4. Students are given a homework:
 Students are divided into some groups. eituations
 Each group is asked to create a video showing role-plays using the expressions of surprise or
disbelief.
 Before making the video, students are asked to make a storyboard for their video.
 Students must research whether the situations and the expressions they use are appropriate.
 Students are urged to edit the video using video-editing apps, such as Viva Video, etc.
 WORKSHEET
COMPLETING DIALOGUES

Complete the following dialogues with appropriate expressions of surprise or disbelief. Then, practice the
dialogue with your partner.

Conversation 1.

Joe : What did you do yesterday?

May : Not much, I read a book.

Joe :_______

May : How about you?

Joe : I watched TV for a couple of hours and went to bed early. I’ve been really tired lately.

May : _______ What from?

Joe : Nothing in particular, I think I’m just bored.

Conversation 2.

Al : I’m never gonna get married!!!!

Bia :_________ Why?

Al I hate all women/men

Bia :_______________________________________ I thought you had three girl/boyfriends?!

Al : I did but they all found out about each other and now none of them will talk to me. I really loved one of
them too… what was her/his name? Hmm?….

Bia :_______________________________________ You don’t know what love is. You’ll get married when you
fall in love. Right now you’re frustrated and its your own damn fault.

Conversation 3.

Charlie : I went skiing about 15 times this past winter.

Zack : __________ Where did you go?

Charlie : All over the place but most of the time I went to Banff in Canada and skied at a place called Lake Louise

Zack : ___________________________________________ That must have been really expensive.

Charlie : It was but I won the lottery last year so I had plenty of extra money to blow.

Zack : ______________________________________________________________

Charlie : ______________________________________________________________
 VIDEO RUBRIC

Below is the rubric that will be used to score your video. The main skill assessed in the video will be your
speaking. Do not worry too much about the video editing and transition, but rather emphasize and
showcase the best of your speaking ability.

Component Scoring Criteria Score

Uses a variety of vocabulary and expressions to convey precise meaning

25
according to the level of formality, uses less common and idiomatic vocabulary
Uses vocabulary resource flexibly, uses some less common and idiomatic
20
Vocabulary and vocabulary, and shows some awareness of style and collocation
Expressions ……
Uses limited and common vocabulary and expressions, but makes meaning
15
clear in spite of inappropriate word choice

10 Uses only basic vocabulary and expressions

Uses the simple past and past perfect tenses as well as sequence markers
25
precisely
Grammatical
Accuracy Uses the target structures with some mistakes that rarely cause
20
comprehension problems
……
Uses the target structures with reasonable accuracy but some errors may
15
cause comprehension problems
Errors in using the target structures are frequent and may lead to
10
misunderstanding
Explains with little hesitation that is mostly content-related and only rarely to
25
search for language

Gives extended explanation with some language-related hesitation, repetition

20
Fluency and …….
and/or self-correction
Coherence
Is willing to speak at length, though may lose coherence at times due to

15
occasional repetition, self-correction or hesitation
Usually maintains the flow of speech but uses repetition, self-correction and/or
10
slow speech to keep going
Pronunciation and intonation are almost always accurate with only occasional
25
lapses, L1 accent has minimal effect on intelligibility
Pronunciation and intonation are usually clear/accurate with a few problematic
20 areas; the student can be generally understood although mispronunciation of
Pronunciation individual words reduces clarity at times ……
 Pronunciation and intonation errors sometimes make it difficult to
15
understand the student

Frequent problems with pronunciation and intonation which cause

10
difficulty for the listener

Final Score (Total)

……