sally sally

Copy of TP2- Talking about past events
Pre- Intermediate level


In this lesson students will learn talking about past experiences, especially about ''embarrassing'' experiences. Lesson will start with teacher's telling one of the embarassing experience and eliciting some ideas from students that will help to get in touch with the context. Students will pre-learn the words like ''embarrassed'' and ''hallowe'en'' before reading activities. After gist reading, students will match the correct pictures with the correct paragraphs, answer the questions about the texts and check them with their pair-friends. Students will have enough speaking activity to share their embarrassing experiences.


Abc HO-2
Abc HO-1

Main Aims

  • To give practice in reading and speaking about past experiences, in particular experiences, related to embarrassing experiences.

Subsidiary Aims

  • To review the past simple tense, and to expose students to the past contiuous tense.


Lead in / Warmer (6-8 minutes) • To get the students attraction, to expose students to the TL and prepare for the task

T will open the projector image (google images people on ice) and ask Ss to think about winter time and elicit some ideas about winter, walking on snowy days from Ss asking the CCQs. - Can you walk easily on snowy days? [NO] Why? - What happens if you don't walk carefully on snowy days? [ You may slip and fall down.] T will then start telling about his story which is about falling down on a snowy day, getting embarrassed. T will give some tips about the feeling when telling the story (everybody was looking at me and laughing, I was in a funny situation...) After the story T will try to elicit the word ''embarrassing'' or ''embarrassed'' from the Ss by asking the CCQs. - So, how did I feel? [BAD, TERRIBLE...] - Was it a positive feeling or a negative feeling? [NEGATIVE] - Anybody knows the word for this feeling I had? [EMBARRASSED] If there is an answer, T passes to the next stage. If there is no answer, T simply tells that the word is ''embarrassed'' and the situation is an ''embarrassing'' situation then passes to the next stage.

Pre-Gist Reading / WB - Vocabulary Activity (8-9 minutes) • To prepare the students for the reading activity with the new vocabulary

T will drill the word ''embarrassing'' by repetition and talks about its form. - ''Embarrassing'' is an adjective, e.g.That was an embarrassing situation. - ''Embarrassed'' is an adjective, e.g. I felt so embarrassed when I fell down. - '' to embarrass'' is a verb, e.g. Falling down in front of the people embarrassed me so much. Then T will open the visual (google images feeling embarrassed). T will ask some example sentences from Ss to understand if the Ss are clear with the new vocabulary. T will then open the pictures about Hallowe'en and elicit some ideas from Ss about the pictures. Then, if there is no answer from the Ss, T tells the word ''Hallowe'en'' and tells about it. (Celebration in the USA, celebrated on the evening of October 31st. They dress up in costumes to frigten the bad spirits away. Children visit the houses and ask for sweets, candies, cakes, etc.) T will then ask the Ss if they have the same celebration in their country, Turkey? T will ask CCQ for the vocabulary. - What do they do in Hallowe'en? [They dress up in frightening costumes.]

Pre - Gist Reading / Speaking Activity 1 (5-6 minutes) • To prepare the students for the gist reading by visualising the texts and have them talk to each other

T will chest the HO and tell Ss to have a look at the pictures (A-B-C) only; then will tell them to work in pairs and talk about what's happening in the pictures, also which situation would be the most embarrassing. T will ask some ICQs to check if the task is clear enough. - Do we read the texts? [NO] - What we will do with the pictures? [TALK ABOUT THEM WITH OUR FRIENDS] After giving Ss enough time for talking to their friends, T will elicit from the Ss about the most embarrassing situation out of the three pictures.

Gist Reading (3-4 minutes) • To provide students with the less challenging gist reading

T will chest the HO and tell Ss that they will read the texts quickly and will tell that they have 1 min to read the texts and try to match them with the pictures by themselves. Will ask some ICQs to check if the task is clear enough. - How many pictures do we have? [ THREE ] - How many texts do we have? [THREE] - What will we do? [MATCH THEM] After 1 minute, T tells them to check the answer their friends. Ask for the answers to WC.

Close Reading (8-10 minutes) • To provide students with more challenging detailed reading

T will ask Ss to read the texts carefully for this time because they will answer some questions about them chesting the HO for the questions. T will tell Ss that they will answer the questions by themselves first. T will ask some ICQs to check if the Ss are clear about the task. - How will you read them? [CAREFULLY, SLOWLY] - Why do you read them carefully and/or slowly? [BECAUSE WE WILL ANSWER THE QUESTIONS.] - You will do it with your friends or alone? [ALONE] T will give the HOs and do the monitoring for 2-3 mins. When the Ss seem to be okay, T tells them to check the answers with their pairs. Then T will ask for the answers from volunteer Ss.

Post reading / If time activity (4-5 minutes) • To provide students a further practice about the embarrassing situations

T will group the Ss of 3-4 each and tell them that they will see three pictures about embarrassing situations in order. Then T will ask them to remember about the pics and write sentences about each pictures. T ask some ICQs, - What are the pictures about? [EMBARRASSING SITUATIONS] - How many pictures are there? [THREE] - What will you do? [WRITE SENTENCES ABOUT THEM] After Ss are done, elicit ideas from the Ss about the pictures. T will ask if any of the Ss has a similar experience.

Post reading speaking activity (6-8 minutes) • To provide students with opportunity to talk about their own experiences and expand on what they've learned

T will elicit from Ss by asking some questions about their experience related to the context. '' Do you have any embarrassing experience? '' If there is no answer, T will give some examples about the situations (about school, while talking on the phone, about clothes, shopping, sleeping, meeting people...) T will ask Ss to talk with their friends in pairs about their embarrassing experience. This experience would be their friends' as well. T will give Ss enough time to talk and after they seem okay to move on, T will ask some Ss to tell about their friends.

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