Telling an anecdote
Upper intermediate level
To provide fluency and accuracy speaking practice in a conversation in the context of telling an anecdote
To provide clarification and practice of story elements lexis in the context of telling an anecdote
To provide gist reading practice using a text about flight stories in the context of telling an enecdote
Procedure (36-41 minutes)
Show a picture to Ss. Elicit the theme of the lesson. Tell a personal anecdote. Ask if anyone would like to experience the same. Ss predict the topic. Then they listen to the anecdote and share their thoughts.
Tell Ss that they are going to read two newspaper stories about the flights. Write both headings on the board. Ask Ss to predict what the texts are about. Get the half of the class read one text, and the other group - the second text. After Ss read the stories, group them in such a way that they will be able to share the stories with those Ss who have read the other text. They will do it as one of the passenger on the plane. Ss predict the stories' plots. Then they read the texts. After that they tell their partners the story they've read. Monitor unobtrusively. W/C FB - ask Ss if they liked the stories, if it was hard to believe in them and if the stories surprised them?
Draw Ss' attention to useful language box. Ask to look through it. Write 'telling an anecdote' and ask what helps us to tell a story. What do we have to remember? Carry out a guided discovery. Write a story's structure, elicit answers about the elements and what they describe. Revise narrative tenses by using timelines. Ask Ss to give examples with these tenses. Ask about the linking words, when (at which stage) we use particular markers. Give Ss a hand-out to match linking words with stories elements. As the whole Ss answer the questions, try to give examples. In pairs they work on matching hand-outs. FB - answer keys
Ask Ss to look through ex. 8b and elicit the task. Then tell that first they will have to write down the key words of their anecdotes. Give an example of the key words from my personal anecdote that I have told in the beginning of the lesson. Then ask Ss to tell their partners the stories, invented or a real one. Ss put down the key words and try to make up a story or tell a real anecdote to their classmate. Monitor more closely and help if needed. W\C FB - clarify some lexis Ss have struggled with during the preparation.
Give a feedback on content. Put some good language and mistakes on the board. Encourage Ss to correct the mistakes. Thank for their participation and great anecdotes. Ss correct mistakes and do reformulation together with T.