Gonzalo García Gonzalo García

Lesson 2 Sept 4th
B1 level


Lesson C: By the end of the session you Will be able to use functional language in the context of telling stories of your childhood


Abc Coursebook source
Abc Google drive
Abc Presentation
Abc Text
Abc Zoom platform

Main Aims

  • To provide review of language used for interrupt, going back to his story, respond to a situation which is not surprising in the context of talking about picture day

Subsidiary Aims

  • To provide accuracy speaking practice in a roleplay in the context of talking about childhood


Warmer/Lead-in (10-10 minutes) • To set lesson context and engage students

Students are welcomed to the class objective and introduced to the context: Look at these expressions… Create a story with them: Picture day at school It was a big deal Scruffy-looking My hair was sticking up While students work, the teacher monitors. The teacher provides content feedback

Exposure (10-10 minutes) • To provide context for the target language through a text or situation

The students are provided the following context: Listen: Why was picture day a big deal for Brad´s family? Students listen at the half of the audio, and then the middle, and then the beginning, and in breakout rooms try to put the conversation in order. While the students work, the teacher monitors. The teacher provides feedback.

Clarification (10-10 minutes) • To clarify the meaning, form and pronunciation of the target language

As a whole group, the students listen to the audio in order and try to answer the following questions: 1.- How does Brad interrupt his story? 2.- How does Brad come back to his story? 3.- How do they respond to a situation which they think is not surprising? While students work the teacher monitors. The teacher provides feedback (Listen as many time as needed)

Free Practice (12-12 minutes) • To provide students with free practice of the target language

The students receive the following context: Prepare a story about your childhood (e.g., a fun, scary time, or a time you got into trouble) Take turn telling stories While students work in breakout rooms, the teacher monitors. Note: several rounds

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

The students tell to the whole class what their classmates said. The student monitors. The students receive accuracy feedback from the teacher

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