Raafat Saad Mahmoud Ab Elaal Raafat Saad Mahmoud Ab Elaal

speaking
Intermediate level

Description

In this lesson, students will practice speaking through telling their anecdotes about two or three topics ( a time they got lost or a really exciting sports event they saw). in the students' book page 49 after they learn how to tell an anecdote and after they learn some new vocabulary related to this lesson The lesson starts with a definition for the word anecdote then some new vocabulary related to this lesson and they can help them in telling their anecdotes followed by a discussion about things or events happened in their life and they are going to tell us about. during they telling their anecdotes I will help them with some vocabulary they needed and encourage them to speak fluency.

Materials

Abc Power point presentation

Main Aims

  • For students to practice speaking fluency through telling their anecdotes and choose some topics from page 49 to speak about.

Subsidiary Aims

  • To provide new vocabulary to help students for telling their anecdotes.

Procedure

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

T greets Ss. T asks a question " what is the an anecdote " T elicit and encourage them to give the true meaning of this word. T tells Ss that they are going to tell anecdotes about some topics in page 49. T encourage them to think about the past events for them to make an anecdote.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T shows the new vocabulary that will help them in telling anecdotes. SS elicit the meaning of these words. then T give the best meaning for these words. T asks CCQs to check their understanding. Ss try to form some sentences using these words to help them when they are going to tell their anecdotes.

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

T gives the SS some forms or structures of starting an anecdote for both the person who tell the anecdote and the person who listen to the anecdote. SS try to imagine the forms or steps to help them when they are going to tell their anecdotes. T asks students about these forms or steps if it easy or familiar to them.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

SS practice speaking ( telling their anecdotes ) through the topics in their SB page 49. T choose one topic to the students to speak about. T gives instructions about what they are going to do in the breakout rooms. T monitor SS and help them with some vocabulary. S tell to the whole class about her/his anecdotes that they told in the breakout rooms. T help and encourage them. Ss go to the following topics and tell their anecdotes as they do in the first topic.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

T gives feedback after every topic they had done in the previous stage during telling their anecdotes.

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