Fatima Fatima

Upper Intermediate level


In this lesson, students practice their speaking skill in the context of narrating stories about their family holidays. Students complete one basic speaking task but only through the stages of moving from accuracy toward fluency. They start preparing what they will talk about, share what they came up with with their peers.Useful functional language is going to be provided to help them perform the task and finally more fluency practice follows as students start to tell each other's stories.


Abc Power point slides
Abc Stacks of paper for taking notes

Main Aims

  • To provide fluency and accuracy speaking practice in a Narrating stories in the context of Holidays

Subsidiary Aims

  • To provide clarification of language used for Narrating stories in the context of holidays


Lead-in (1 minutes) • To activate students' existing knowledge of the flat renting topic

Teacher elicits the topic from the students which is the same one the two previous lessons were about ( holidays or travelling).

Preparing to speak (2-6 minutes) • To provide ideas to speak about and an opportunity to organize their ideas logically and take notes

Teacher elicits the main topic of the main speaking task or anecdote by presentin a sentenceon the WB.Then, she infos the students that each student will have five pieces of paper and will have to choos five of the things listed on the WB to write on the papers to make the story of the holiday.Teacher asks some ICQs (e.g. How many events will you write on each paper? Can your story be a funny or interesting one ?)

Speaking Task 1 (5-8 minutes) • To practiceoral accuracy in relation to telling stories about their childhood holiday

●Students tell their stories relying on the papers they wrote to their partners. ●Meanwhile, teacher monitors and take note of their errors in general. ●Teacher starts correcting errors on the WB by writing them and eliciting the correction from the students. ● content feedback takes place by sharing one of the students' stories.

Useful language (5-7 minutes) • To provide and clarify the functional language which learners may find useful for completing the speaking task

On the WB, teacher presents a group of phrase that are useful for the function of telling stories in an attractive and interesting way asking each pair of students to discuss which ones should be at the beginning, middle or end of the story. Then, teacher modells and drills the pronunciation and intonation.

Speaking task 2 (5-10 minutes) • To practice accuracy and fluency in relation to telling stories using the usefil language

● Teacher divide the class into two groups which stand in two lines facing each other. ● teacher gives two minutes for each pair to tell their story using the same papers to their new partners but only by making their partner choose one paper and telling the story from that point. ●students change partners after two minutes by moving one step in one direction so that they tell their stories to different people. ● Having reapted this many times, teacher asks the students to start telling their stories but this time without the papers.

Feedback/error correction on oral task (5-7 minutes) • To provide content feedback on results of the task and to provide language feedback based on the task

●Teacher writes on the WB any errors spotted during the past activity. ● Teacher nominates some students to share the most interesting or funny story they heard while doing the past task. ● teacher share and explain why they liked this the story the most.

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