Azza Azza

An amazing story
Intermediate level


Abc ppt, realia, cut-ups and gap-fill handouts

Main Aims

  • To provide clarification of Types and description in the context of an amazing story

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of a favourite novel or movie


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

I present a picture of some novels on a slide and elicit the word "novels", then I tell the Ss that last week I read a romantic novel called " Jane Eyre". I show them the novel and tell them that I liked it because it's completely realistic. I stick 8 pictures of 8 different novels on the board. I divide the class into two teams and give each team 4 cut-ups for the different types of novels and ask them to match types with the pics. Ss work in pairs discuss what they like/ dislike.

Test #1 (7-10 minutes) • To gauge students' prior knowledge of the target language

P.W. I give Ss cut-ups to match the description with the pics and decide if each description is positive, negative or both. I demo the first one. It's moving Does a moving story make you feel happy or sad? Sad. A little bit sad or very very sad? Very sad. Is this positive or negative? B

Teach (7-10 minutes) • To clarify the meanings of the vocab. that might block Ss' understanding.

unrealistic If a novel is unrealistic, is it based on facts? No Are the events likely to happen? No Is that positive or negative? B Drilling, chorally then individually then I write it: unrealistic /ʌn.rɪəlɪs.tɪk/ [adj] moral I elicit a synonym for moral: message/ lesson Drilling, chorally then individually then I write it: moral /mɒr. ə l/ [n. c.] imaginative When a story is imaginative, are its events and ideas interesting or boring? Interesting Is it based on real events? No Drilling, chorally then individually then I write it: /ɪmædʒ.ɪ.nə.tɪv/ [adj.]

Test #2: controlled Practice. (8-10 minutes) • Check students' use of the target language again and compare with the first test

Ss are given a gap-fill HO1 . In Pairs Ss are asked to fill in the sentences using the words they've learnt in Ss' book p. 102. I monitor, help when necessary. Ss check their answers on the wall.

Free practice (5-7 minutes) • To provide students with free practice of the target language

I ask each Ss to choose his favourite story or film and talk about it and explains why

Feedback (2-3 minutes) • To make sure Ss are using the TL correctly and to correct Ss' mistakes.

During the freer practice, I monitor, take notes and write them on the board. I discuss the correct notes and prompt Ss to correct the mistakes.

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