Brenda Burgos Brenda Burgos

TP5 Intermediate Speaking
Intermediate level


To provide students with speaking practice in the context of telling a story. We will be listening to an audio for an example of the model language and ss will tell the story around it.


Main Aims

  • To provide students with speaking fluency practice in the context of telling a story using.

Subsidiary Aims

  • To enable students to identify and practice using sequence words in the context of telling a story.
  • To provide listening practice for a gist and reading practice for detail.


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

Show ss 4 pictures that tell a story a-d. The pictures are not in order. Ask ss to talk about what is happening in each picture and what they think the story might be about and decide together which picture goes first, second, third, and last.

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

Ask students to listen to the audio and check if their predictions were correct. Give students 3 min to work with a partner and match the sequencers they heard in the audio track to the correct place in the table; beginning - describing what happened - ending 1. This happened when 2. The next thing I knew 3. Anyway, 4. Before long, 5. And then, all of a sudden 6. In the end, Provide answers in OCFB.

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

Meaning Use the following language items in sentences as shown in the audio script. Ask volunteers to read the senteces and think about the meaning of each one. -Can you think of another word for before long that shares the same meaning? / soon -Do we use anyway to continue a thought or finish a thought? / continue -Does “all of a sudden” happen quickly of slowly? / quickly -Can we say suddenly as well? / Yes before long-in or within a short time anyway-used to change the subject, return to an earlier subject, or get to the most interesting point And then, al of a sudden-to happen quickly Pronunciation Focus on stress and linking sounds -Are all of the sequencers/adverbs stressed? / Yes Form Sequencers (adverbs) + subject followed by verb in past or past continuous form + complement -Are any of these sequencers/adverbs at the end of a sentence? / No -Where do we see them most often used? / At the beginning or in the middle -What usually follows the adverbs? / Subject then verb

Productive Task(s) (16-20 minutes) • To provide an opportunity to practice target productive skills

Students will be working in pairs and they will practice telling one another their own embarrasing story. If they cannot think of one they may share a friends or family memeber´s story. Give ss 3 min to think of a story and allow them to take some notes while sharing sequencers and T own example on screen. "This happened when I was at the school I work in." Tell students that after telling the story and listening to their partner, they will practice a second time with another partner. (if there is enough time)

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

Give positive FB on correct laguage use. DEC for use of sequencers and other language.

Web site designed by: Nikue