Georgina Georgina

Copy of Functional Language Lesson, Sequencers, Telling a story
Intermediate level

Description

In this lesson student will learn about using sequencers for story telling. Ss will practice the target language through a listening. Later, they will make their own stories using the target language.

Materials

Abc VAs ppt
Abc Hand-out,
Abc Audio
Abc VAs ppt

Main Aims

  • To provide clarification and practice of language used for using sequencers in the context of personal story telling

Subsidiary Aims

  • To provide specific information and gist listening practice using a text about a personal story by focusing on sequencers and exclamations in the context of an extraordinary story

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

T starts with an anecdote and use TL (this happened when, then, at the end etc. ). "What kind of story is that?" It is a embarrassing story similar to the one that students will listen for the exposure.

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

T gives handouts. Ss look at the picture and guess what's happening in each picture and what's the story about. T gives the instructions. Ss needs to listen the audio (~2.50 min), and number the pictures according to the correct order. T models how to do on WB. Ss listen the audio, take notes and discuss in pairs. T elicit the answers by using TL "In the beginning of the story what happened?" etc. writes answers on WB. Feedback if needed.

Useful Language (8-13 minutes) • To highlight and clarify useful language for coming productive tasks

T elicits the parts of a story telling (beginning, developing, ending). T projects words (sequencers) asks Ss to put them in correct places on the table given Which ones do we use at the beginning/developing stage/ending of the story? Elicit few examples. Later Ss do PW and complete the rest of the table by PW. T projects the answers. T asks Ss to listen the audio again and tick the phrases they hear on the table. T gives the answers with the sentences from the listening text. T also gives some exclamations-CCQ (HOs). T drills some examples from the listening text. T asks Ss to tell the story to each other by PW. Ss need to use the TL. They can use exclamations as well. (the last part can be removed according to the time limitation)

Productive Task(s) (14-18 minutes) • To provide an opportunity to practice target productive skills

T projects the semi-controlled/freer productive task. T gives instructions. There are some titles Ss might choose but they can also write from their real memories. Ss must write their own story according to the questions given (where, when, why etc.). They need to involve TL. Writing task for 6-8 min. T monitors. Ss need to read each other in PW. They might use exclamations as well.

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

Feedback after the productive stage. Clarification of lexis and TL by CCQ. Error correction by eliciting if needed.

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