Hager Hager

Speaking lesson: An amazing story
intermediate level


Abc Handouts
Abc New Cutting Edge-intermediate
Abc Pictures
Abc Whiteboard
Abc Listening track
Abc My book; Wonder novel

Main Aims

  • To provide fluency speaking practice in telling a true story, a ghost story or a book/film story

Subsidiary Aims

  • To provide gist listening practice using a text about a ghost story in the context of how to tell a story.


Lead-in (3-4 minutes) • To set lesson context and engage students

1-Ask ss if they like to read or listen to stories. 2-Show ss the book; wonder, and tell them a brief about it using the past tense and some words like "then" and "fortunately". 3-Show them the pictures of the movie after telling them about the book.

Exposure (5-6 minutes) • To provide a model of production expected in coming tasks through listening

1-Chest HO1 and tell ss that they will read the questions before listening to the track. 2-Give ss the handouts. 3-Ask them to answer the questions while listening to the track. 4-Give an O/C feedback to check the answers.

Useful Language (8-9 minutes) • To highlight and clarify useful language for coming speaking task

1-Elicit from ss the words that can be used in telling a story. 2-Write these words on the board in the following order: -Start the story by "one day/evening/night..." -In the middle of the story use "then" or "after a while" -At the end of the story use "eventually" or "finally" 3-Ask them about the adverbs that they heard in the listening track; "usually", "eventually" and "suddenly" and add to them "suddenly", "surprisingly" and 'unfortunately"

Speaking (5-6 minutes) • To provide an opportunity to practice target speaking task

1-Ask ss to think of a story that happened to them, to invent a ghost story or to think of a story from a book, film, etc that they know as they can use some words from the board. 2-Then ask them to write it in points or short notes. 3-Divide them into pairs and ask them to tell their partners about their story. 4-Monitor while they are speaking and write down the mistakes and the correct sentences, as well.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

1-Write the wrong sentences on the board and ask them what is wrong about it. 2-Write the correct sentences on the board and praise them.

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