Julian Julian

Upper-Intermediate level


To introduce and provide practice of speaking for fluency in the context of feelings


Main Aims

  • To provide fluency in a speaking practice using real-life stories in the context of something frightening that Ss have experienced.

Subsidiary Aims

  • To provide clarification and practice of feelings of fear, terror, and fright in the context of a scary story.


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

T-S : Teacher will greet Ss and introduce the topic of 'Things that frighten you' on the Google Slides page. Teacher will also send Ss a link to the Google Slides page for their own references and practice. Teacher will give Ss instructions by saying 'Work with your partners and come up with 3 things that frighten you. Take turns.' Teacher will also give one example of sth that frightens him. Ex: 'One thing that really frightens me is aliens from movies like Signs.' (1-2 min.) S-S : Ss will work in pairs describing 3 that frighten them with a partner. Ss will then take turns. (3-4 min.)

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

T-S: Teacher will expose the model by reading his personal frightening story aloud to the Ss. Teacher will tell Ss to pay attention to how the bold words are used in context as Ss follow along to the real-life story. 'Pay attention to the words in bold as I read my story.' Ss will pay close attention to his Pron. and usage of bold words in context. Teacher will click on the Present Tool on Google Slides in order for Ss to better view the personal account of a frightening story. (3-4 min.)

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

T-S : Teacher will move onto the next Google Slides eliciting responses from Ss to create an example using the 7 new adjectives and 1 new noun presented in bold. 'Creepy- Something that makes you feel scared or frightened while looking at it. Petrifying- A feeling so terrifying that you literally freeze. Unnerved- A feeling of nervousness. Panicked- A nervous feeling you get when you’re ready to run for your life. Startled- A feeling of surprise when something makes you jump. Shaken up- A feeling you get after experiencing something that shocks you to your core. Uneasy- The opposite of at ease. Restless. Unable to feel calm as a result of a situation. Specter- Another name for a ghost or apparition.' Teacher will ask for 3-4 examples after definitions have been explained. Teacher may ask, ' what is something the would look creepy to you?' Teacher will then call on Ss individually to answer the questions encouraging peer-learning and student engagement. (5-7)

Productive Task(s) (15-20 minutes) • To provide an opportunity to practice target productive skills

T-S: Teacher gives Ss instructions on the task 'Take 5 minutes to think of your scary stories. Write down key points. (5 minutes). (This is not a writing task, just write key points so you don’t forget your stories, you don’t need to write the whole story!)' Teacher will also tell Ss to add: 'Add at least 2-3 new words that we covered today into your stories. (We covered 8 vocab. words so put them to use!)' Teacher will also recommend: 'Write out your sentences using the words we covered in the useful language section if it helps you remember how to use them.' After the 5 min. are up, teacher will then tell put Ss into BR while telling the Ss to 'Share your stories with your partner in BR. You have about 5 minutes.' (1 min for instructions, 5 min. for the task) S(Individually) : For the next 5 minutes Ss will be thinking about what scary stories they will talk about in the discussion with their partners writing down sentences in bold if they help remembering how to use the language. Ss will be writing down key points at this stage. Teacher will tell Ss: 'If you need help thinking of a word for your story let me know and I'll try to help you.' (5 min.) S-S, PW : Teacher will put Ss into BR and tell them, ' Now, share your frightening stories with your partners.' Teacher will monitor Ss in BR and note good and bad usages of language, especially using the bold words. This will be noted in a Google Doc that will be shared with the whole class during DEC. Teacher will also look for common errors across Ss if possible while making sure the teacher doesn't spend too much time moving from student to students. Teacher will look for errors in grammar, Pron, and Lexis while monitoring (5-7 min.) S-S PW : Teacher will then close BR and say ' Time to switch partners.' Teacher will then assign Ss into different BR with different partners. Teacher will repeat monitoring steps above looking for DEC errors to share with the class ideally looking for are 3-4 good examples and 2-3 bad examples if possible.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T-S : Teacher will write good examples in a shared Google Doc so that Ss can see the good usages of languages and adjectives to describe feelings of fear, terror, and fright. Teacher will share this Google Doc with Ss to cover DEC eliciting correction with bad examples and praising Ss for good usage. If time permits, Teacher will call on 1-2 Ss to share their scary stories with the whole class for extra speaking practice, but only after DEC is completely covered.

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