To provide fluency and accuracy speaking practice in a storytelling activity in the context of movies.
To provide clarification and practice of language used for storytelling in the context of movies.
Procedure (48-54 minutes)
Teacher greets the students and tells them that they will have a speaking lesson, they will tell stories in the context of movies 'An Education' and 'Gnomeo and Juliet'. She tells them to have a look at the posters of the movies and wants them guess what kind of stories are presented in the movies.
Students will fill in the gaps in a story called 'Wall-E' with the words provided (when, then, so, but, as, one day). They will have 4 minutes for gap-fill and then they will check their answers in pairs. Later the teacher will give feedback.
Teacher asks the students to find out the words or expressions that we can use when telling stories from the Wall-E story and writes them down. She clarifies the meanings by asking asking CCQs and giving examples from the text. She asks students which tense is used when telling stories and she checks if they know how to build sentences in present tense or not. Then she writes down some unknown vocabulary items from the stories 'An education' and 'Gnomeo and Juliet'. She gives the defitions to the students and wants them to stick under the correct word on the board.
Teacher tells the students that they will read stories of 'An education' and 'Gnomeo and Juliet' in pairs; Pair A will read 'An education' and Pair B will read 'Gnomeo and Juliet' and then the pairs will close the story and try to tell it each other. When they finish, they will work with a different partner who reads the other story and they tell the stories eachother. While telling the stories teacher wants them to use the language of storytelling. In each part they will have 5 minutes to tell their stories. When they are talking teacher writes down some examples of good language and the wrong language to give them feedback later. She also helps them when they need but she does not interrupt them when they are talking.
Teacher writes the errors and some examples of good language on the board and elicits the correct forms from the students. When doing this, she uses the error correction techniques such as reformulating, asking questions, giving options, using non-verbal means.
The students will be given a joke with the scrambled sentences and the students will put the sentences in order in 3 minutes and tell the joke each other in pairs.