1. Download the file suggested in the  “Materiales Educativos Digitales” section, download the file suggested, and make copies for students to work with the second activity.

2. Ask students under what circumstances they would express surprise and shock.

3. Distribute the worksheet and ask students to look at the faces that show the adjectives they need to identify in the dialogues.

4. Ask students to read the dialogues and underline the expressions they consider to express those feelings and then match the feelings and the conversations.

5. Invite students to read the expressions they found and make a list of them to write in their notebooks.

6. Have volunteers read the conversations aloud and help with recommendations about intonation and pronunciation.

7. Ask volunteers to improves a possible unexpected situation about school and present it to the class.

8. Ask students how they express surprise in Spanish, that is, what intonation they use, and mention some expressions to do so.

9. Play the video and ask students to write down the expressions presented and add them to the list they started the last session with the other activity.

10. Ask students to work in pairs and read the expressions to each other using the right intonation, then, ask them to write a simple situation for which they would use these expressions.

11. Invite pairs of students to share their situations with the class and to read the corresponding expression expressing surprise.

12. Ask some students to use their expressions in Spanish and have the rest of the class to give the equivalent in English.

1. Have the beam projector ready to show the video suggested in the “Materiales Educativos Digitales” section and download the file suggested as well to use in the same part of the lesson.

2.  Ask students what unexpected but pleasant situations they can think of and listed them on the board.

3. Tell students they are going to read a conversation between two friends but before you distribute the worksheet, read the words in the box for students to guess what it is about  (believe, happened, who, big, intelligent).

4. Distribute the worksheet and ask students to work individually to complete it with the words from the box.

5. Help with grammar and vocabulary as needed.

6. Ask 2 volunteers to read the conversation aloud and encourage them to use the correct pronunciation on the expressions of surprise and shock.

7.  Continue with exercise II and ask for volunteers to answer, then, ask the class to read the sentences using the correct intonation.

8.  Ask students to work individually with exercise III and check answers.

9. Ask more volunteers to act out the sentences.

10. Show the picture and ask students to describe it and guess what the listening text is about. See if they notice the expression ‘No way!’

11. Tell students to listen to Brian talking about his amazing life to Ken.

12. Listen to Ken's responses and pay attention to the way Ken responds. Mostly, he's expressing surprise - but not always!

13.  Don't show the transcript until after students have tried the activity!

14. Play the audio and do not make any pauses, then, ask students what they think about it.

15. Ask if students have questions or comments and play the audio again.

16. Ask for volunteers to answer the 7 questions about Brian and comment with the class.

17. Tell students they learned expressions of disbelief and how important intonation is when y they use them.

18. Continue with activity 2 about intonation and ask some volunteers to try the sentences using the correct intonation.