Caitlin Diebler Caitlin Diebler

TP #8
Intermediate level


Abc Film Clip

Main Aims

  • To provide students with a highlight and practice of sequence words used within the context of story telling

Subsidiary Aims

  • To help students listen better for key words, sequence words and speak for fluency - telling stories


Warmer/Lead-in (6-7 minutes) • To set lesson context and engage students

Tell Ss they're going to watch a movie clip. "Think about what she's feeling." Play clip of '27 dresses'. How did she feel? Embarrassed Why was she embarrassed? When might you feel embarrassed? Create a circle on WB with 'embarrassed' in the middle. Write one example of embarrassment that stems from circle to demo for Ss e.g. "calling someone the wrong name" Encourage them to write other examples.

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

That reminds me of an embarrassing story of my own. I will tell you my embarrassing story but first I want you to guess what it is. Show PPT of key words in T's story. Ss in PW to guess what story could be and what order they would come in. Give WKST Tell story to Ss they check order in PW. Quick FB for correct story order.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

So the key words here were really important parts to telling my story but they weren't the only parts. I used some other words to help me tell a story. Write sequence words on WB. Ss unfold WKST and try to match sequence words to story phrases. PW CCQ to help Ss understand sequence words and get correct order. This all happened: When I said, "This all happened" on the first day of university - am I talking about 1 thing? No I'm talking about everything that happened that day. If I start a story "This all happened 10 years ago", Am I going to tell you a story about yesterday? No, everything I talk about will be in the past - 10 years ago. Anwway: When I said 'anyway' in my story - what was I talking about? (that I don't like blood and changed my studies) Did this happen on the 1st day of university? No - so this wasn't really part of my story. I used anyway to come back to the story/ return to main idea. eventually: "Eventually I walked to the door to leave" How long did I sit and wait before walking to the door? Yeah, I waited a while - over an hour before walking to the door but after some time I did. Eventually I did. finally: In my story, when did I say this word? Yes, when I was at the door. How many times did I try to open the door? 3x. Was it difficult for me? Yes but finally after pulling hard and a loud noise, the teacher stopped the Spanish lesson and told me to push the door. Model individual words. Drill stress of words. Give Ss a chance to correct their matchings if needed.

Planning (5-9 minutes) • To provide an opportunity to plan students' reports

So now you know my embarrassing story. Do you have a story when you felt embarrassed? Tell Ss to think about their story write down some key words like I did to help them. Use WKST to order their key words. Write phrases of their story and match to sequence words. (if time) students post key words on board and choose which story they want to hear - select partner for themselves

Language Practice (6-14 minutes) • To provide students with practice of the task language

Group Ss into new pairs to tell embarrassing stories. Encourage Ss to use TL. Ss change pairs and retell story to different partner. T asks Ss to share stories with WC (if time) Embarrassing stories are not the only kind of stories Write love, sad, funny, childhood, embarrassing on WB. Elicit situations of these kinds of stories. Ss plan new stories and tell new story to different partner.

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