Raquel Ruiz Barba Raquel Ruiz Barba

TP 5 LP Raquel Ruiz Barba
Upper Intermediate level


In this lesson, students learn (in a context of remarkable events) how to use phrases in order to describe situations and places related to a memorable occasion they have attended. The lesson starts with Students listening to a recording in which four people talk about specific events and solving a Jamboard task about these stories. Afterwards they will work on a Google Forms task in pairs, where they will be introduced to useful language for this topic. Then they will have a speaking activity which will allow them to talk and ask about events, rolling partners twice. The class will finish with a feedback stage regarding the errors detected while monitoring.


Abc Google Forms
Abc Google Jamboard
Abc Zoom platform
Abc Coursebook: New Cutting Edge, Upper Intermediate, Sarah Cunningham & Peter Moor
Abc Google Docs
Abc Google Sites
Abc Audio from New Coursebook

Main Aims

  • To introduce and provide practice of speaking for fluency in the context of describing an event.

Subsidiary Aims

  • To provide listening practice, and variety of vocabulary, using a recording of four different voices and descriptions of various events.


Lead-in (5-6 minutes) • To set lesson context and engage students

T shares screen with images of four events, sends link to google jamboard task to Students through the chat, and plays audio to have Students listen to it. Ss listen to four people talk about the events they attended, and answer the jamboard task individually.

PREPARATION (10-12 minutes) • To give Students useful language they can use to describe places and events.

Teacher sends a quick vocabulary google form task to all the Ss and gives three minutes to have it answered individually. Afterwards T instructs the Students to listen for a second time to the audio, and sends via chat box a Google sites task with the script of the text with useful language highlighted, and a google forms task. T puts Ss in break out rooms by pairs to have them listen and answer. T joins breakout rooms monitoring the Ss development and doubts during the activity. Afterwards the answers are revised in the main room with all the group.

Speaking (10-15 minutes) • To allow Students discuss and talk about a personal experience and have free practice.

Teacher sends task via chat box and introduces Ss to the activity, which is describing an important event, sharing an experience of their own with a partner. Ss will explain to each other, and ask about the places, situations, people, and important features of the hole event. T sends Students to break out rooms in pairs, three minutes each time, and then relocate Ss with different partners in break out rooms again. (3 min + 3 min) T monitors the activity from one break out room to another to find out how to improve Ss speech and fluency.

Feedback (8-10 minutes) • To provide students with feedback on language based on monitoring of task.

T returns Ss to main room and nominates Ss to tell about the partnerĀ“s experience one by one ( 30 secs each) and will write on white board the correct way of the language she picked as wrong while monitoring. DEC.

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