Andrew Watson Andrew Watson

Upper Intermediate speaking
B2 level


A demonstration lesson for CELTA trainees to show them how to teach two subskills of speaking (fluency and use of appropriate discourse markers) in the context of telling a personal anecdote.


Abc Intensive
Abc Useful language
Abc Feedback

Main Aims

  • To provide fluency speaking practice in a personal anecdote in the context of in the context of travel

Subsidiary Aims

  • To provide clarification and review of functional expressions for story telling and active listening (Actually, Anyway, Apparently, According to, Meanwhile, Luckily, By the way, In the end, So all in all)


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

Tell Ss they are going to listen to two colleagues, Gllian and Owen discusssing a funny personal story related to airline travel. Show airport slides: pre teach using Google slide: a corridor, tarmac, the ground crew

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

Share Google Form. Give Ss time to read statements 1-8. Tell Ss to listen individually and answer T/F. Put them in BORs to compare answers in pairs. 1. Gillian didn’t hear the flight announcement because she was reading her e-mails. Answer: True 2. Gillian caught her flight. Answer: True 3. She didn’t have much time before her flight. Answer: False, She had plenty of time 4. She went to the wrong gate number. Answer: False, She went to the right gate number. 5. There wasn’t anyone at gate 25 when she got there. Answer: True 6. When she went up the steps to the plane everything appeared normal. Answer: False, The door at the top was closed 7. The security thought it was funny. Answer: False, She thought they were going to arrest her 8. Gillian’s plane had to wait nearly an hour before it could take off. Answer: True

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Share Jamboard with Ss. Focus students on the table. Use the example to show that when we hear a sentence that begins with Actually, we know that the speaker is going to correct something that the other person said. Ss do the matching exercise in pairs. Check answers with the class. Point out that we can say Luckily or Fortunately, and that we often use Unfortunately (but not Unluckily) at the beginning of a sentence to prepare the listener for something bad or unfortunate. 1d 2c 3a 4b 5e 6i 7h 8f 9g Play the recording again. Share PDF of audio script. Students listen and T underline the words/phrases on the Slide when they hear them.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

a Students think of a story they can tell other Ss, using one of the ideas or their own. Ss work on their own and make notes about the story. Give them 2 mins to prepare. b Students look at their notes from a and decide where they can use some of the words/phrases in the box in their story. Point out that they don’t have to use all the words/phrases. c Put Ss into groups of 3. Ss take turns to tell their stories. Monitor, take notes on good use of useful expressions and Ss to decide which is the best story in the group. Task instructions: a. Work on your own. You are going to tell other students a story. It can be about you or someone you know. Choose ONE from these ideas. Then make notes on the main events of your story. - an interesting or unusual journey - a holiday experience b. Look at your notes from a again. Decide where you can use some of these words / phrases. Actually Anyway Apparently According to Meanwhile Luckily By the way In the end So all in all

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

If time get Ss to retell best stories. DEC on good use or errors in use of useful expressions.

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