Yasser Yasser

TP 6
Pre intermediate level


In this lesson Ss practice saying an anecdote. The lesson starts with two people talking about their strange anecdotes and Students practice two sub-skills (listening for gist, listeng for details). Then, using the topics in the listening task, they make their own anecdotes and share it with other classmates.


Abc recording audio
Abc HO1 Listening
Abc Lead-in PPTslides

Main Aims

  • To provide fluency speaking practice telling an anecdote in the context of strange experiences

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about anecdotes in the context of strange experiences


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

T will put some opening lines for stories on the board, Ss read them and say what the function of them is? Teacher elicits the word 'anecdote' T will show a few questions about anecdotes and Ss comment on them in groups Feedback: T will listen to a few comments

Pre listening (6 minutes) • To make predictions based on ambiguous given words

T will put two photos of a man and a woman on the board. They are the speakers whom Ss are going to listen to them.First T will tell Ss they need to learn a few words which helps them understand the audio better. T will pre-teach 4 words which may block their understanding of the recording: *recognize *stay in touch *funeral *frightened T will give Ss a few words about the recording and will have them make their predictions. Before they listen, T will have them compare their predictions.

While listening #1 (5 minutes) • To listen for gist

After Ss have made their predictions, T will play the recording once and Ss check their answers with the recording. Feedback: Ss check in pairs, T listens to WC

While listening #2 (5 minutes) • To listen for details

Ss are handed a list of topics, T will have them read them quickly and underline the key words.T will have Ss listen again to the recording and select the topic the two speakers talk about.

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

T will give Ss a handout. There is a table on the sheet with four sections including stages of a story: introduction, background, action and wrap-up. Ss match the language with the appropriate sections and then they will check in pairs. T will give Ss an AK on the PPT.

Productive Task(s) (10 minutes) • To provide an opportunity to practice target productive skills

T will put a sheet on the board and demonstrate how to plan their story. Ss are given a plan sheet to prepare themselves for producing an anecdote. T reminds Ss to write short notes in the boxes. T tells them not write full sentences.. After they have done planning, Ss stand up and go to talk to tell their story to two people in the class. T monitors and collect errors in the class. Feedback: T asks Ss to talk about their partners' anecdotes.

Feedback and Error Correction (5 minutes) • To provide feedback on students' production and use of language

T will put the errors he has collected during speaking. He will have Ss think and try to find errors. T will give WC feedback about the sentences on the WB.

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