Upper-intermediate level


Main Aims

  • To introduce and provide practice of writing a describing event.

Subsidiary Aims

  • To provide fluency speaking practice in a in conversation in the context of events.


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

Teacher will show learners a slide with different event pictures and two questions on it. 1. Have you had an important event that you cherish? 2. Look at these different events and discuss if any of these relate to your personal life and why? Learners will discuss the questions in pairs or small groups via breakout rooms before open class feedback.

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

Teacher will provide learners with a written paragraph of a past event. They will read it and answer a task in Google Forms individually. Teacher will divide learners in pairs or small groups to check and compare answers before Open Class feedback.

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

Teacher will review each part of a paragraph, using the one they read as an example. Teacher will elicit from learners the topic, introduction, body and conclusion. Teacher will highlight the importace of using adjectives when describing and event and also past simple. Teacher will use 4 sentences from the previous paragraph without adjectives, and will elicit from students different adjectives to fill in gaps. Teacher will provide learners with 3 ways of using past simple and then teacher will elicit examples fom the text using these 3 different ways of past simple. Teacher will provide learners with a checklist for the practice.

Productive Task(s) (12-15 minutes) • To provide an opportunity to practice target productive skills

Teacher will ask learners to write a paragraph from a past event in their lives. Teacher will give them 15 min. to produce the text individually via Jamboard so teacher can check and monitor their work while they are producing it. Teacher will make small groups via break out rooms so they can share and compare their work before open class feedback.

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

During the productive task teacher will monitor learners while writing their task and teacher will make notes of examples of content and language points of the whole class. Finish by giving class feedback/ making corrections with these examples.

Web site designed by: Nikue