TP8: Telling Stories about Important Firsts (Memories)
To provide students with speaking practice in the context of telling stories of important firsts in their lives.
To provide practice with listening for details in the context of stories from the past
To provide clarification of functional language related to telling stories about the past
Procedure (43-53 minutes)
T shows checklist of important firsts and asks Ss to write 1 or 2 of those they remember in the chat. T asks a 1 or 2 Ss to share.
T shares a story about the first time she went out of the country. Ss listen for details from the story and fill out the Google Form. T has students check answers in breakout rooms and repeats the story if necessary. T then reviews the answers with the class, pointing out the key parts of the story.
Meaning/Form: Ss match the useful language with the purpose (question it answers) and the type of word/phrase that follows it and an example of that word/phrase. T asks CCQ's: Do these statements refer to the past, present, or future (the past) When would I use these phrases? (when telling a story) Does I’ll never forget mean that I will forget or remember? (remember, never means that I will NOT forget) T points out that Ss must use simple past with I'll never forget the first time I... and I'll always remember my first/the first time I... T asks CCQ: “Should I use transition words or phrases (like at first, then, or in the end) at the beginning or end of a sentence?” (beginning) Pronunciation: T reads phrases I’ll never forget the first time I… and I remember the first time I... and asks Ss “where is the stress?” T puts boxes above stressed syllables and drills with Ss. T models phrase I was in school and asks Ss “where is the linking?”- T models and drills with Ss. T asks Ss "how do I show excitement?" T has Ss practice showing expression and excitement to keep listeners engaged.
T sets brainstorming task. T gives Ss Google Doc and instructs them to think about one of the memories from the checklist and make notes to prepare to tell their story. T tells them that she will put them in individual breakout rooms and they can ask for vocabulary if needed. Ss will have 3 minutes ICQ: Should you write your whole story? (no, just notes). Ss brainstom and T comments on Google Docs and gives vocabulary in breakout rooms as needed. T sets speaking activity. Ss will tell their stories in pairs in breakout rooms for 3 minutes each. T sends message to Ss when other partner should tell story. T conducts a short language feedback session before sending Ss to new breakout rooms to tell their stories again. T monitors rooms and helps Ss as needed. T notes down some content and correct/incorrect language for feedback.
Ss report back to main class. T asks Ss, "Whose story was the funniest? Put their name in the chat." Depending on time, T may also ask "Whose story was the saddest?" and/or "Whose story was the strangest?" T puts some correct and incorrect examples of language on screen and has Ss identify whether each is correct or not and try to correct/reformulate those that need it.