Stuart P. Horsey Jr. Stuart P. Horsey Jr.

B2 level


I will give an example of how to recall an event, verbally and foster the student's abilities to communicate coherently their own impressions of events. I will be recycling some language and hopefully seeing them use it correctly for their own event descriptions through several activities.


Main Aims

  • To provide speaking practice on the context of giving and describing impressions of an event.

Subsidiary Aims

  • To provide practice on using the past tense.
  • To enable students to speak in more coherent detail on past events and their own experiences.


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

I'll ask them to name several kinds of events and write them on the Jamboard so that we can all get on the same page of what the topic as, and also to stimulate potential ideas of events to speak on.

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

I will briefly speak on an event that I attended so as to expose them to language that could be used as well as the structure, loosely, of presenting an anecdote of a similar experience. I will get as many students as possible to speak, very briefly, on events that they've attended, just to keep them involved and thinking about the upcoming bigger presentation that they'll do in their free practice.

Useful Language (6-6 minutes) • To highlight and clarify useful language for coming productive tasks

I will give the students a brief opportunity to answer some multiple choice questions on Google Forms about useful vocabulary for the topic. Due to the interest of time, these should be done individually, with open class feedback taking place immediately after. I will be sending them to breakout rooms enough and would rather not rush through this merely to place them there.

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

In breakout rooms, I will divide the class up so that they may all get more time to speak privately. I will move through breakout rooms in order to potentially answer questions, but primarily to observe and to see that the students are indeed engaging with the material comfortably and working on producing something to present. The goal is to use the vocabulary that we've studied today in the context of their own descriptions of personal experiences and impressions of an event.

Feedback and Error Correction (6-6 minutes) • To provide feedback on students' production and use of language

After the free practice, there should be time for a 'delayed error correction' possibly using the Zoom Whiteboard, and giving students options to ask questions about the corrections.

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