To provide accuracy speaking practice in a telling short stories in the context of bad luck
To provide fluency speaking practice in telling short stories in the context of bad luck
Procedure (35-45 minutes)
Ask students to think about two or three pieces of bad luck they have had in the past months, i.e. lost something or miss a bus or an important phone call. Then ask them to tell their partner about it. If anybody has a particularly interesting story ask him or her to share it with the class. Write an unlucky day on the board.
Disperse the handouts and ask CCQs. Ask students to look at the pictures. Ask where is she? what is she doing? what happens? Elicit a few ideas to get students started. Group work, students expand on the story. elicit some ideas.
In groups look at the words in the box and imagine 5 unlucky things that happened to the girl in the story. Tell the meaning of the puddle by using photo
students tell the story round the class, one sentence at a time. The idea is that they use their imagination as well as ideas they have to produce a story. Asking ICQs looking at the example in the book Are you going to write a whole story? no Are you going to write a sentence? yes Are you going to keep it for yourself? no Are you going to give it to the next student?
After doing the speaking activity, I repeat it as a writing task. This time instead of saying the sentences, groups of students sit in a circle and simultaneously write a good luck/bad luck story. Each student writes with a piece of paper in front of them and writes one sentence right at the top of the page, then hands their paper to the person on the left side who adds another one and then so on. In the end, I will let students read all the stories and I will read the best loudly.