Nicole Liao Nicole Liao

TP3 CELTA Istanbul 2016.09.27
Upper intermediate level


In this lesson, students will practice speaking, specifically, story-telling. Students will be divided into two groups. Each group will read one newspaper article about a flight. After reading, they will tell each other (PW) the story as if they were on the flight. The teacher will introduce the functional sentence for story telling. In the second exercise, each student will prepare an anecdote to tell. They will be given enough time to prepare and use the grammar learned in the last lesson as well as using the "telling an anecote box' sentences. (SOLO) Before they are ready to tell their stories, the teacher will remind them a useful language they learned before - reacting to what someone says. The last exercise is to tell their partners the stories they created, the listening side is encouraged to show interest in the story by saying words like, "How interesting!," etc. (PW)


Abc HO1 (A) Brave Pilot Lands Plane on the Hudson River
Abc HO2 (B) Is There A Doctor On Board?
Abc HO3 Tell about a time when you.........

Main Aims

  • To provide speaking practice using story-telling grammar.

Subsidiary Aims

  • To provide grammar practicing by telling the story.
  • To provide gist and detail reading in PW.


Lead-in (3-4 minutes) • to get students interested in the topic

I will generate interest by asking simple questions that everyone would like to answer. (Script: We have been reading about air travel stories. Which one do you like the most? The one with birds flying into the engine? The one with the yellow life jacket? The one with mirrors, the one with wheelchairs? or the false alarm? I personally find the wheelchair story funny. "Show your hands if you like flying" "Show your hands if you don't like flying" "Can you tell us what you like about flying?" "Can you tell us what you don't like about flying?")

Exposure (8-9 minutes) • To provide students with a model/ideas for their speaking, typically through a reading stage.

The teacher will group students into group A and B. Ask group A to read one news, group B to read another news. First will ask them to read for gist to find out what happened. Then do PW to check their answers. (Script: I have two stories here. What do you think the stories are about? false alarm? giving birth on the flight? flight ran out of gas? let's find out. Group A will have one story, Group B will have another one. I'd like you to read quickly and find out what happened? in one sentence) Then will give time to read in detail and imagine they were the passengers on the plane. Think about 3 questions. give example sentence: I was on a flight from New York to North Carolina. Pair one "Group A" student with one "Group B" student and ask them to tell each other the story as their own. After A listen to B's story, now B listen to A's story. Regroup A/B together and ask them to check if they got the same story. After done, ask the students, what two details do the stories have in common? discuss "have you ever been on a flight where there was a medical or technical emergency? Answer: They both happened in the US and nobody died.

Useful Language (7-8 minutes) • To highlight useful language (Telling an anecdote - useful language box)

I will ask them in the story what are the three stages? Ask them PW to find out answers. Then will write on WB the three stages they find in their text. Will also ask them do PW and find examples from each story.

Productive Task (Preparation) (9-10 minutes) • To give students practice in the target productive skill.

Will generate a story together with students as an example. Story idea : Traveling with my cat on metrobus. (Script: I, cat, metrobus, eliciting "I was with my cat on the metrobus from Mecidiyekoy to Zetinburnu..") Will give instruction to do 8b Make sure your story sound real. (Script: No need to write sentences, just like we did together in the example, write 3 stages of story telling, and then keywords for the body of the story. At least one sentence for opening, one main event, one for closing. 6 for details. )

Productive tasks (7-8 minutes) • To give students practice in the target productive skill

Ask them to stop preparing. (Script: are you ready to tell your partner your story? before that. let's practice how to show interested. You learned this before. So when I say "This morning when I was walking from home to ITI, I found 100tl on the floor." what do you say? ........"Wow! Really? How interesting! No way! I don't believe it!" Say that again "Wow! Really? How interesting! No way! I don't believe it!" "This happened to me a few years ago when I was on holiday in Florida. I was swimming in the sea one day when I saw a shark." What do you answer? "Really How big was it?" The teacher will give instruction to do 8c. tell each other their stories. (Script: Now you will tell each other your stories. Remember, you want to make it sound really, weather it's really or not. Ask your partner to think if your story is real. )

Feedback and Error Correction (7-8 minutes) • To provide stuents feedback on production and language

Ask students to be in the group of 5 and decide which story sound fake. Depends on the time, ask students to share the fake-sounding stories. Correct or explain vocabulary/grammar when necessary in WC. Extra assignment: If there is more time, will ask student to invent another story to tell each other. Or the WC will do a known joke together in story-telling format together. Dursun and Temel (Story: Dursun and Temel are good friends. Dursun lives in the U.S. Dursun was always telling his friend Temel how easy it is to make money in the states. Finally one day, Temel decided to go to the U.S. As soon as Temel got out from the plant, he saw a 100 USD note. When Dursun came to pick up Temel, Temel told his friend about the 100 USD note. Dursun asked "Where is the money?." Temel answered "I didn't pick it up, I am not going to start working on the 1st day!"

Web site designed by: Nikue