Salar Lotfi Salar Lotfi

Telling stories, narrative tenses
Upper Intermediate level level

Description

In this lesson students review, clarify and practice narrative tenses through guided discovery based on a text about urban legends. The lesson starts with a lead in about urban legends and develops the context through a listening on 3 famous urban legends. The TL is highlighted, clarified and students move on to controlled and semi-controlled practice.

Materials

Abc Free practice HO
Abc Audio track 4.1

Main Aims

  • To provide review, clarification and practice of narrative tenses in the context of urban legends.

Subsidiary Aims

  • Listening for specific information and creating a context for introducing narrative tenses

Procedure

Lead-in/warmer (3-5 minutes) • To pre teach the vocabulary and To set lesson context and engage students

New vocabularies will be elicited through visuals and pronunciation will be drilled. then Elicit the idea of legend/story from the students. Show the students 3 photos of three famous urban legends and have them guess what the legends are about. Tell them they will find out soon

Exposure (8-10 minutes) • To provide context for the target language through a listening activity.

The students listen to the story and they fill in the gaps with the missing words. Have the students compare answers in pairs. For FB, write the answers on the board and Ask the students if they think the stories are true.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Ask the students to work in pairs or small groups, depending on the class size and look at the words written in bold in the exercise. What parts of speech are they? Elicit verbs. Instruct them to look at the verb forms and identify the tenses.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Once the students have identified the tenses have them work in groups or pairs and complete the rules. Ask CCQs to make sure the meaning and form are clear but do not focus too much if they seem to understand. If the students are having trouble understanding the conceptual difference between the tenses, draw timelines on the board and elicit the order of the actions.

Controlled Practice (8-10 minutes) • To concept check and prepare students for freer practice

Distribute HO 3 and have the students working in pairs to circle the correct answer. Project the exercise on the board and elicit the correct answer from them.

Freer Practice (8-10 minutes) • To provide students with free practice of the target language

Group the students into different pairs and give each member of the pair a text. The students read the text as quick as possible and then take turns retelling their respective stories to their partner. Create a sense of competition and allow them enough time only to get the main ideas of the text.

Delayed error correction (2-3 minutes) • To correct any mistakes with the target language from the speaking activity

Put the errors you have collected on the board and ask for students' help in correcting them. If a sentence poses a difficulty to students, refer them to the rules and/or the timeline.

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