Brooks A Teasley Brooks A Teasley

Pre-Intermediate level


In this lesson, students will practice their speaking fluency in the context of telling a story about firsts.


Abc Cutting Edge Pre-Intermediate
Abc Google Slides Presentation
Abc Google Forms Quiz

Main Aims

  • To provide fluency speaking practice in a story in the context of firsts

Subsidiary Aims

  • To provide gist reading practice using a text about firsts
  • To provide practice of language used for storytelling


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

- T displays a pictures of potential "firsts" - T attempts to elicit "first time", etc. - What’s happening in these pictures? is this the first time they have done this? - T shows topic of the lesson, speaking about firsts!

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

- T shows PPT slide with reading, and provides the Word Document worksheet for the class. - Potentially send them into groups to discuss the first time they did something, or whatever else you decide!!!!!!!!! - Instructions: In your groups, talk about... - ICQs: How long do you have? (2 minutes). - T assigns Ss to BORs. - In groups, Ss discuss topic. - T conducts OCFB. Take some examples to use later with TL.

Useful Language (6-7 minutes) • To highlight and clarify useful language for coming productive tasks

- T asks students to use Google Forms link for gist task with text. - Instructions: Go to the link in chat. You have 1 only minute to read. - ICQs: If you have 1 minute to read, do you need to read fast or slowly? (Fast) Do you need to focus on the general idea or specifics? (General idea) - T provides link in chat. - [After time] 1 minute in Breakout Rooms - What are they talking about? What is the topic of the text? - T asks students to use Google Forms link to match stage of a story to particular language. - Instructions: Go to the worksheet. [T shows worksheet on screen.] Match the verb with its definition. You have two minutes. Check your answers again in groups with your friends. - ICQs: How long do you have to answer the quiz? (2 minutes) - T briefly reviews MPF of TL

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

Instructions: Talk with your friends about firsts. Use the language from class today. Be creative! You have 5 minutes. Every 5 minutes you will change partners. - T demos task, and demos with a student if there’s time. Sara/Deborah - "Can you tell me a story about the first time you...?" ICQs: Do you have to use these examples or can you be creative? (Be creative) How long do you have? (5 minutes with a partner) -T scaffolds the task by providing useful language it can be used to complete the task.

Feedback and Error Correction (6-8 minutes) • To provide feedback on students' production and use of language

- T conducts OCFB following up on the productive stage. - T writes on the screen samples of Ss’ production and performs DEC, attempting to elicit accurate language from Ss.

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