Анна Карелина Анна Карелина

Speaking Lesson
Pre-intermediate group, A2-B1 level. 6 women, 2 men. level


In this lesson students' fluency speaking skills will be developed in the context of a reading text "One October evening". They will study useful language "so, because, but, although", do grammar exercises (controlled practice), study necessary vocabulary and finally retell the story from the given text looking at the secuenced pictures. Then they will listen to the final episode (which is excluded from the text) in order to know the end of the story.


Abc Power Point Presentation, Handout 1; 2; 2,5; 3; 4; 5; 6.

Main Aims

  • To develop students'fluency speaking skills (retelling of the story) in the context of the text "One October Evening"

Subsidiary Aims

  • To develop students' skills in reading for gist and for detail


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

I'll play the song "Yellow" by Coldplay. Aks if students know the song, if they like it. Then goes the presentation in Power Point. I'll try to elicit who are the main characters, what are they doing, how they look like, what music they listen to and whether they like each other or not.

Exposure: the context - the text "One October Evening" (7-10 minutes) • To provide a model of production expected in coming tasks through reading for gist and detail

I'll give them Handout 1 (the text). They read the text and arrange the pieces in order. Check in pars, then we listen to check the answers. Then i give Handout 2 (the questions) and they answer in pars. Then read the text for the second time. Now i'll tell the students to underline any new words or expressions and try to guess the meaning from the context. I'll tell them that they will hear the end of the story later.

Useful Language 1 (grammar) : so, because, but, although. (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

Handout 3 (grammar exercise): focus on the 4 sentences. I'll ask the students to complete the sentences from memory and not to look back at the text. Check answers in pairs, then with WG. I'll write these words on the board, elicit the meaning: "because - to express a reason; so - to express a result; but and althoug - to show a consrast". Although can go at the beginning or in the middle of the sentence. Then I'll drill the pronunciation and stress. Handout 4 (controlled exercises) - only if i have enough time.

Useful Language 2 (Vocabulary) (5-6 minutes) • to practice the useful expressions from the text

Slide 2,3 in the Presentation. Students match the verb and a phrase. Then they see only a phrase part and try to remember the verb. When they name the whole phrase, they tell the sentence from the text which contains this phrase. Then Handout 5 (more controlled vocabulary exercise) - only if i have time.

Productive Task: speaking for fluency (8-13 minutes) • To provide an opportunity to practice target productive skills

Handout 6 (the secuence of pictures). Focus on the pictures. I'll tell that they are going to retell the story of Hannah and Jamie. I'll give them 2 min to reread the story. 1). In pairs A / B. A covers the text and retells pictures 1,2,3 - B looks at the story and corrects. They tell as much of the story as they can. They swap roles for pictures 4,5,6. 2). Then swap again but with another partner.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

I monitor during the speaking activity. Write some common errors on the board and ask students if they can correct them.

Listening for the end of the story (3-4 minutes) • to end up on a positive note

I'll play the recording 2.15 (lasts for nearly 3 minutes). During pauses I'll aks the questions: (only if I have sufficient time) 1). What the policemen is going to say? 2). What do you think the bad news is? 3).Do you think Jamie is ok? 4).Who do you think was driving the car? 5). Why do you think the policewoman wants to see her car?

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