Pre-intermediate group, A2-B1 level. 6 women, 2 men. level
To develop students'fluency speaking skills (retelling of the story) in the context of the text "One October Evening"
To develop students' skills in reading for gist and for detail
Procedure (32-47 minutes)
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.
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.
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.
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.
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.
I monitor during the speaking activity. Write some common errors on the board and ask students if they can correct them.
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?