Gabriela Berezowsky Gabriela Berezowsky

TP5 - speaking
Upper intermediate level


In this lesson Ss will practice speaking in the context of telling stories. Use some marker sentences to explain MFP, practice speaking with the group and in small groups.


Main Aims

  • To provide fluency speaking practice in a Conversation in the context of telling stories

Subsidiary Aims

  • Use the context set last week about story vs history and introduce proper TL


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

Show slide 1, elicit Ss to share a story with the group. Give them an example using TL: Anyway, apparently, in the end. I am worried about geting the vaccine, I had to take advantage of the Hot Sale, so last week I bought a ticket and booked a hotel room to LA, websites were super slow, everything is very expensive but anyway I made it! The next morning I watch the news and they say I can now register for vaccination, apparently it will start in June. You can imagine me trying to cancell everything, hours on the phone and in the end I couldn't cancel anything and will have to go to LA. Listen to 1 or 2 stories and look for TL use.

CONTENT PREPARATION (5-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

Show slide 2 with some examples of TL used when pleaople tells stories in an informal enviroment, give SS some context using the example I gave for lead in. Show on the board phrases: slide 3 The next morning I see the news and they say I can now register for vaccination, APPARENTLY it will star in June. You can imagine me trying to cancell everything, hours on the phone and IN THE END I couln't cancel anything and will have to go to LA.

Language preparation (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

Show slide 4 to start with MFP analysis: MEANING: match 1-6 words with a-f meanings. Elicit students to get the answers Take 1 minute to read the words and meanings. Ask students by name to find answers: 1c / 2a / 3b / 4d / 5f / 6e CCQS: Apparently is used when you are sure about the information? NO Actually is used to talk about time? NO, to correct something the other person said FORM. Depending on the context will be formal, neutral or informal. PRONUNCIATION: Show slide 5 with 3 phrases including TL, elicit SS to find stress, weak forms and intonation, use circles and arrows as support. APPROPRIACY: ask SS if the MS are formal, neutral or informal.

Speaking Tasks (18-20 minutes) • To provide an opportunity to practice target productive skills

Show slide 6, share link in the chat with TL and meaning to help students include it in their stories. Instructions: Share with your peers a story using the expressions on screen. Take 6 minutes to talk about it Monitor to get god/mistaken expressions ICQs: Do you have to talk about a specific topic? NO How much time do we have? 6 minutes Ask SS to share stories (number will be based on the time we have left)

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

Write on the board some examples of good and wrong use of the TL and if applicable, other expressions heard during TP. Try to get correct version from students.

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