Devin N Devin N

TP 5 Speaking (Interesting Experiences)
Pre-Intermediate level


In this lesson, students work on their speaking skills to talk about interesting or unusual experiences in their own life. They will also learn to use -ing adjectives (like exciting or terrifying) to describe situations.


Abc 6B "I was very frightened"

Main Aims

  • To provide fluency speaking practice of telling stories in the context of interesting experiences

Subsidiary Aims

  • To provide clarification of -ing adjectives in the context of interesting or unusual situations
  • To provide practice of or to teach new vocabulary relating to extreme or unusual experiences


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

Using the first Collaboration Board on the Nearpod activity, T prompts Ss to engage with topic by asking "What are some interesting or unusual experiences?". T can provide a demo with words like "Skydiving" or "Winning the lottery". Ss type in their answers on sticky notes and post it to the board. T reads them and prompts Ss for elaboration if necessary.

Content Preparation (3-5 minutes) • To prepare students to talk about the topic by asking them to recall relevant vocabulary

T uses the second Collaboration Board on Nearpod with the prompt "How would you describe these experiences?" to encourage students to think of adjectives to describe interesting situations. T can provide a demo with words like "lucky" or "thrilling". Ss post their responses on the board and T can ask for elaboration if necessary.

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

T opens the matching activity on Nearpod and Ss work together in Breakout rooms to match -ing adjectives to descriptions of situations in order to review or discover the meaning. Returning to the Jamboard, T clarifies form by showing the five adjectives (exciting, boring, terrifying, surprising, confusing) with the prompt "These ___ [adjectives] ___ can be used to describe situations". T reviews the meaning of 'exciting' briefly by prompting a S to read the definition of the word adapted from the quiz. T then reads a sentence containing the word and asks Ss which words are stressed. The stressed words can be marked with Jamboard tools. T then reads the word 'exciting', asks students to repeat, then reads the sentence, which students chorally drill. T repeats these steps for each of the five words.

Productive Task(s) (20-23 minutes) • To provide an opportunity to practice target productive skills

T encourages Ss to plan their stories for the speaking task by showing the slide with the prompt (in green) that suggests what they can talk about. Ss plan for 2-5 minutes. Ss are then put with a partner or small group in B/O rooms and talk about their experience using -ing words for 7-10 minutes. Ss are then put with a different partner and repeat.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

T posts examples of good language and flawed language on a Jamboard slide and asks Ss what errors there are. T confirms correct structures.

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