Pre-intermediate level


In this lesson, speaking fluency practice is provided in the context of talking about firsts.


Abc CUTTING EDGE SB Page 20-21

Main Aims

  • By the end of the lesson students will develop their fluency speaking skill by telling stories about firsts.

Subsidiary Aims

  • To provide functional language to tell their own stories to others.


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

T shows some pictures about first experiences and a list of these for the students to read. T asks: *Read this list of first experiences. Which one do you remember? Ss work in pairs to share the one that they remember the most.

Exposure (4-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

T shows some pictures. Instructions: Look at the pictures. What firsts experiences do these pictures show? What do you think? Ss works in breakout rooms for 2 minutes compare their the answers. T conducts OCFB to write their predictions on the board. Instructions: Now, you will hear Josh, talking about the first time he did something. Listen and say which picture illustrate his story. T plays the recording. T conducts OCFB to elicit the correct answer

Useful Language (7-8 minutes) • To highlight and clarify useful language for coming productive tasks

T shows a document on google slides to cover meaning, form and pronunciation of the functional exponents to tell stories about first experiences. I'll never forget the fisrt time I... I was in... I felt very...In the end...

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

T ask students to choose one memorable first experience to talk about to their partners. Instructions: Choose only 1 of these experiences to tell to your partners. You will have 2 minutes to prepare your story using the language we saw in the lesson. (I was ___ years old at the time / I remember the last time I.../ I was with my... / in the end...). I will send you to another group after 5 minutes so don't be surprised! Ss work in small groups and practice telling the stories. T conducts OCFB to see what story they lke the most.

Feedback and Error Correction (6-7 minutes) • To provide feedback on students' production and use of language

T writes on the whiteboards some examples of good language and language that need reformulation or little adjustments. T send them to breakout rooms to try to correct the sentences by themselves and check the answers in OCFB

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