Soner Yaşar Soner Yaşar

TP5
Intermediate level

Description

In this lesson, students will have a chance to listen to a story about an accident, followed by a study of common verbs in narrating stories. Students will then talk about their own accounts of dramatic experiences using the lexis covered in the lesson.

Materials

Abc Rea, D., Clementson, T. et al (2011) English Unlimited Intermediate Coursebook, Cambridge

Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of describing a dramatic experience

Subsidiary Aims

  • To review of the usage of common verbs and commenting adverbs in stories in the context of describing a dramatic experience
  • To provide specific information listening practice in the context of describing a dramatic experience

Procedure

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

Ss look at two pictures projected on wb. T asks Ss what they see on the pictures; e.g. where is the blonde girl in 1st pic? What is she doing? where is the girl in the 2nd pic.? what do you think happened to her? does she look OK? Ss work in pairs to discuss what happened to the girl. Suggest using "I think..." while discussing. w/c FB.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through listening

Tell Ss they will listen to what happened to the blonde girl. Distribute questions so that Ss can have a look before listening. Ss listen to track 1.38 and answer questions individually. Play file once more if necessary. Ss peer check answers after listening. T projects answer key on wb. Mark narrative tense examples.

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

Tell Ss they will listen to track 1.38 again and then try to complete sentences using the correct form of verbs. Chest ex.2 HO: ICQ: Are we going to use the verbs in the box as they are or are we going to change some of them? (change some of them) Are we writing the answers and then listening? (no) Distribute exercise to Ss. Ss will work individually. Ask if there are any unknown words. Ss listen to track 1.38 and complete the exercise. Listen again if necessary. After listening Ss briefly peer check. Nominate one student to write answers on wb as answer key. Chest 'order of events' HO and tell Ss that they will try to put the events in order. Ss work in pairs to put sentences on strips in order. Have pairs announce one sentence each to others.

Productive Task (18-20 minutes) • To provide an opportunity to practice target productive skills

Tell Ss that they are going to talk about their own dramatic experience: an accident OR a natural event. First, w/c discuss what "natural events" are - elicit some examples from Ss. e.g. flood, hurricane, eclipse, earthquake, tsunami. Write these on right hand side column on wb. To help Ss narrate their experiences, divide wb into 5 columns (corresponding to 5 steps) and write some prompts to guide Ss: 1- background: I was living in... / I was studying at ... / I was working ... 2- what were you doing? : I was on the way to school / work I was at home... / I was sleeping... 3- describe events: I saw... / I heard... 4- feelings about experience: Amazingly, ... / Luckily, .... / Surprisingly, ... (also elicit negative adverbs) 5- understanding of events: Later, I realised that ... / I understood that... Give Ss enough time to think about and construct their stories. Tell Ss that they can take some short notes, but that they should not script the whole event. Remind them that it is a speaking activity. Group Ss into 3s or 4s. Monitor as Ss take turns to tell their stories, other Ss can ask questions. T takes note of good language or any problems to be discussed in FB session. After everyone in group has narrated their stories, ask groups which story they found the most interesting.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

T praises good work. T explains that s/he has heard some good expressions. T writes some of them on wb. T also highlights some problematic sentences and asks for reformulation from Ss.

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