Nora Kanshaw, 05 Jan 2018, Speaking Practice
Pre-Intermediate level


In this lesson, students basically practice speaking for accuracy and fluency in the context of telling stories in the past as well as practicing the use of past simple and past continuous by doing some activities. They will be also exposed to the pronunciation of past simple verbs through listening and oral drills


Abc Listening 3
Abc Listening 2
Abc Listening 1
Abc Cards (Phonemic Symbols)
Abc Overhead Projector
Abc Handout

Main Aims

  • To provide fluency and accuracy speaking practice in group and pair conversations in the context of stories

Subsidiary Aims

  • To provide practice of past simple and past continuous while speaking practice activities


Warmer/Lead-in (2-3 minutes) • To activate Ss' prior knowledge of the topic

Review the context which was set in the two previous lessons by asking some questions about past activities: What did you do yesterday? I visited... Where did you go last weekend? I went to .... What were you doing at 7:00 am this morning? I was watching TV Where did you go on your last holiday? I went to ....

Preparing to speak (4-6 minutes) • To provide an opportunity for Ss to think about what they will say in the subsequent task

I tell Ss that I am going to talk about a personal anecdote (trip) I took last summer without telling them the end of the story.Then I am going to ask them yes/no and WH questions to make sure they understand which tenses I am going to use: Is it happening now ? Is it going to be in the future? When did it happen? After that I tell them the story briefly to give them more STT: Last summer, I went to Büyükada with my friends. The island was really beautiful, but it was very crowded. When we arrived to the island, we decided to rent bikes and have some fun. While my friend was riding her bike, she fell off and hurt herself ......

Speaking Task (6-10 minutes) • develop oral fluency by predicting the end of a story

Students will be divided into 4 groups, each group will come up with a prediction for the end of my short story. After that they will mingle and tell each about about their group's prediction I will be monitoring them during this activity

Grammar and pronunciation (6-15 minutes) • Highlight the difference in the pronunciation of past tense endings

I will ask them about the past tense of some verbs: stay, stop and decide to show them the three different pronunciations /d/, /t/ and /id/ by putting the cards on the board. Then, I am going to ask them to put the verbs in the past tense and then in the correct category regarding pronunciation. After that they will be given the handouts. After giving them a few minutes we will listen twice (3.5) and check the answers. We will repeat the verbs all together I am going to ask them what they noticed about these sounds: What are the ending sounds of decide, want , mend?(d and t) After that I am going to ask them some yes, no and wh questions about past tense and past continuous: Are they similar? Can we use them in one sentence? If we use them in one sentence, which one happened first and which one was the second? Then I am going to show them on the projector (P.24, student's book, ex 4) and ask them to notice the first two sentences. Do they have the same meaning ? No What is the difference? Which action happened first in the first and second sentences? Which action was the second? I will do this in order to elicit and understand that in the first sentence she started making coffee then they arrived.On the other hand, the second sentence means that they arrived first then she made coffee. Then, we will move to the second pair of sentences and I am going to ask: Did the person finish the whole book in the first or second sentence? first sentence Did he read part of the book in the first or second sentence? second sentence After that, I will tell them that we will practice this topic by choosing the correct answer in the next exercise (5) Then I am going to give them the handouts and they will have some time to answer then we will check together. For more pronunciation practice, we will listen and repeat (3.6, 3.7)

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

I am going explain a game we will play by writing one true and two false sentences about myself on the board. After that, they will do the same thing in pairs and mingle with more than one partner. During this activity, I will be monitoring them for errors. At the end I can write some of their mistakes on the board to elicit the correction

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