Tatsiana Tatsiana

Telling an anecdote
Upper intermediate level

Description

In this lesson, students will practise telling an anecdote to their partners. In order to do this they will read texts first to see a model for their speaking. Later, they will notice useful language for themselves with the help of guided discovery. Finally, students will prepare stories and tell them to their partners.

Materials

No materials added to this plan yet.

Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of telling an anecdote

Subsidiary Aims

  • 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

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

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.

Exposure (10-10 minutes) • To provide a model of production expected in coming tasks through reading

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?

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

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

Productive Task (10-10 minutes) • To provide an opportunity to practice target productive skills in order to prepare for the final productive task

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.

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

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.

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