Hamed Ashraf Hamed Ashraf

Hamed Ashraf TP7
Intermediate level


This lesson starts by asking the Ss about their favourite childhood activity. then, they will be exposed to an anecdote through reading and listening about a childhood activity, in which some language will be clarified in order for Ss to tell an anecdote about their own childhood activity in a speaking for fluency task. the lesson ends with correction and feedback.


Abc Listening track
Abc Useful preperation tips for telling an anecdote.
Abc Ex1

Main Aims

  • To provide fluency speaking practice in a anecdote in the context of childhood activity

Subsidiary Aims

  • To provide review and clarification of the past simple, past continuous, present continuous, present perfect and used to in the context of childhood activity
  • To provide specific information listening practice using an anecdote in the context of childhood activity
  • To provide scan reading practice using an anecdote in the context of childhood activity


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

T sits on a low level and starts the lesson by a joke about his childhood. 1- T: "I did so many activities when I was a child. One of my many childhood activities was playing the violin!. What was yours ?!". asking each Ss to personalise the context and engage the Ss. (background and cultural awareness shall be borne in mind when asking the Ss, through asking one St in particular lastly. using his answer to transform easily from this stage to setting the next task.)

Exposure (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

1- T chests Ex1 and :" This is Rafi when he was a child we have questions from a) to ...(i) ? and next to each questions there are two.... (answers) ?! now, read and listen to what Rafi says about his childhood activity and choose the correct answers." followed by ICQs if needed. 2- T plays the listening track then monitors, giving any help if needed. 3- Ss read, listen and answer the questions. 4- T feedbacks.

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

1- T : " now when Rafi told his anecdote what tenses did he use? look at the underlined sentences in bold, the first one? what tense is it? is it past or present?" "(past simple or past continuous?/ present continuous or present perfect?)". 2- T starts to clarify areas of TL using means of clarifying language mentioned in the language analysis.

Productive Task(s) (9-10 minutes) • To provide an opportunity to practice target productive skills

1- T : "Now I want to know more about your childhood activities, so you're going to tell us an anecdote of your own like what Rafi did. But first I'll give you 3 minutes to prepare. And to prepare an anecdote you must think about to important things, WHAT are you going to say, and HOW will you say it (while chesting the hints handout). now I made this to help you do that. think about what to say, you may if you want, answer these questions, and to think about how to say it, if you want, use these tenses." 2- T : "now start preparing your anecdote." 3- Ss read and answer the questions and T discourages them to write full paragraphs but only to write notes. 4- T: " now tell your partner about your anecdote" 5- Ss tell their anecdotes to their partners. 6- T monitors and notice any errors he might correct in the next stage. 7- Ss take turns telling their anecdotes. 8- T monitors then feedbacks by asking Ss about their favourite anecdote.

Feedback and Error Correction (1-2 minutes) • To provide feedback on students' production and use of language

1- T sensitively correct mistakes he noted while monitoring the productive task.

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