Dallany Dallany

Memorable events
Upper-Intermediate level


In this lesson, students are going to learn vocabulary to talk about memorable events by guided discovery reading and practice.


Main Aims

  • To introduce and provide practice of speaking for fluency in the context of memorable events

Subsidiary Aims

  • To provide gist listening practice using a text about memorable events for different people
  • To provide review and clarification of events they attended in the context of when talking with a friend or acquaintance
  • To provide fluency and accuracy speaking practice when talking about memorable events students attended.


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

1. Ss are going to share (zoom chat or verbally) what 'memorable' means for them. 2. Ss will share what types of events they like or know (zoom chat).

Content Preparation (6-7 minutes) • To prepare Ss to the content of the coming tasks through reading/listening

1. T will play an audio and Ss will individually check for the answers to some questions that will be displayed on the screen about the recording. What was the event? Where and when did it take place? Which other people are mentioned? What was the atmosphere like? 2. Ss will share their questions (pair or trios) among them and T will listen while monitoring. Check for the correct answers while Ss share.

Language Preparation (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

1. T will share the document with the transcript of the conversation for Ss to check on the vocabulary people use to talk about the events. Ss will need to work in pairs to highlight some useful expressions that can be used to talk about memorable events. Each par will receive a different transcript from the recording to work one. 2. Ss will share what expression they found with the whole class. 3. Guided Discovery - T will share a screen to show ss a list of phrases that guide them to discover the meaning of the target language. The class would be divided into two teams to work on a Jamboard and categorize them into introduce, describe, or final comments. Check if students understand the meaning of the target language, monitor the activity, and use CCQs once they finish if need it. Elicit the form, as well as drill the pronunciation only if necessary. Appropiacy. Focus on the register (Formal, informal, neutral) and ask for different ways to say it. and how intonation/tone/pitch might change the meaning or perception of the phrases (happy, sad, unexpected).

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

Free practice 1. Students will work in pairs or trios to put into practice the vocabulary seen on the transcripts. They will share a memorable event with the peer using some sentences from the previous activities. They will do this 2 times with a different team. If they want, they can share 2 different events that were memorable for them. 2. Ss will briefly share one memorable event from a peer and why it was it. T monitors and takes notes for DEC/OCFB.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

DEC based on the errors found on the speaking practice.

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