Azar Taj Azar Taj

Telling a Story
Pre-Intermediate level

Description

In this lesson, students will learn how to tell stories in the context of movie descriptions using sequencing phrases. The lesson starts with a modelled task by the teacher about the movie "Charlie and the Chocolate Factory". The task is followed by some controlled activities. Subsequently, students will plan their own tasks and report their stories in pairs. The lesson concludes with error correction of MFP.

Materials

Abc Planning Handout
Abc Prediction handout
Abc PPT Slide 5
Abc Phrase Matching Activity
Abc PPT Slide 3
Abc PPT Slide 2
Abc PPT Slide 1

Main Aims

  • To provide fluency speaking practice in a story telling activity in the context of favorite movies.

Subsidiary Aims

  • To provide clarification of sequencing phrases in the context of telling a story.

Procedure

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

Ask Ss whether they like going to the movies or not? Why? Elicit the name of some good cinemas in Istanbul. Show PPT Slide 1. Match the movie posters with the genres. Write the word "genre" on the board. Model and drill the pronunciation.

Exposure (11-13 minutes) • To provide a model of the task and highlight useful words and phrases

Show Ss PPT Slide 2. Tell them "Charlie and the Chocolate Factory" is one of your favorite movies. Give them Prediction Handout. Ss order the words. Ss check in pairs. Tell your story using visuals on PPT Slide 3. If time- ask Ss to check their Prediction Handout together. Give Matching Handout to Ss. Clarify/elicit the meaning of the sequencing phrases. Ss do the activity. Ss check in pairs. Give the key on the board.

Planning (5-6 minutes) • To provide an opportunity to plan students' reports

Give Planning Handout to Ss. Show PPT Slide 5. Ask Ss to think about their favorite movie. Give 5 minutes to Ss to plan their stories.

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

Ss tell each other their stories in pairs. Monitor. Take notes of MFP errors.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

Write/show samples of Ss' errors on the board. Elicit the correct forms from Ss first. Give the correct answers. If necessary, give examples or drill.

Report (2-3 minutes) • To allow students to report on how they did the task and how it went

Ask Ss how they felt about the activity. Ask Ss what was their friends film and how did they like it?

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