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Speaking Lesson: Storytelling
Intermediate: B1/B2 level

Materials

Abc story board pictures
Abc Adverb gapfill
Abc Storytelling handout
Abc original story
Abc Teacher Model Story
Abc Rain noise
Abc realia: flashlight and umbrella

Main Aims

  • To provide fluency speaking practice in a narrative in the context of a storytelling.

Subsidiary Aims

  • To provide specific information and gist listening practice using a text about The Guests in the context of storytelling.
  • To provide practice of adverbs used for storytelling.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T says: I like crime stories. They make me feel nervous. But my favorite stories are scary stories because they make my heart beat fast and I can't look away because I must know what happens next. T elicits from ss. CQs: What are some different kinds of scary stories you know? ghosts, killers, zombies, vampires, etc... Do you like them? Why or why not? yes/no, because they're exciting/no, I don't like how they make me feel, etc...

Exposure (7-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

T begins by having ss sit in a circle and says: I want to tell you a story about when I was a teenager. Listen for the following words as I tell the story: 1. rainy night 2. sofa 3. lightning 4. flew open 5. flashlight 6. beat faster 7. shadow 8. accident T tells story with sound effects (rain storm) and realia (flashlight and umbrella). CQs When did the story happen? rainy night Where was I at the beginning of the story? on the sofa What flew open? window What did I get from the kitchen? flashlight What was my heart doing? beating faster What did I see in the bedroom? shadow What happened to my parents? died in accident

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Meaning/Form T gives gap fill with adverbs and sentences from story to students to match in groups. peer check T gives answer sheet to ss to check CQs: What part of speech are all of these words? adverbs If someone is lucky, we might say: fortunately If someone is not lucky, we say: unfortunately If something happens slowly, we say: gradually If something happens quickly and we don't know it's going to happen: suddenly If one thing happens and then another thing happens after very quickly: immediately If you're not sure if something will work correctly or not and it does: surprisingly T drills for pronunciation and stress: FOrtunately (adv) def: lucky; having good fortune UnfOrtunately (adv) def: bad luck; having bad fortune GrAdually (adv) def: slowly; moving little by little SUddenly (adv) def: quickly; without warning ImmEdiately (adv) def: without delay; at one SurprIsingly (adv) def: unexpectedly; not to think something will happen Review past simple and past perfect T writes one sentence from exposure story on board. It was a rainy night, but it had been sunny earlier that day. CQs What tenses are used in this sentence? past simple and past perfect What tenses do you think you will use today? past simple and past perfect

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T gives story pictures to each group and asks them to decide which order the pictures should go in and then use sticky-tack to put them on a sheet of paper T instructs: ss they will tell a story like my story. T chests HO1 and tells ss they will answer the questions to get ideas about their stories. Ss must use past perfect tense and adverbs in their story. All ss will write down notes for telling their story. Then ss will nominate one storyteller from their group to tell their story to the class. After all stories have been heard, students will get into new mixed groups. T will give ss real story and ss will compare and discuss their stories to the original story. T will nominate ss to share their answers.

Feedback and Error Correction (6-8 minutes) • To provide feedback on students' production and use of language

Delayed error correction if necessary: T will use notes from Production stage and write a few ss errors on the board that pertain to past perfect or pronunciation. T will write sample sentences for past perfect errors CQs: Is there something we should change with the grammar? Yes What should we change? tense. For pronunciation: T will write the word on the board and drill for stress and pronunciation CQs Where's the stress? answer depends on word.

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