Gaibrial Garai Gaibrial Garai

Gaibrial's TP5
Upper-Intermediate level


In this lesson SS learn to use vocabulary to describe physical features of people. They also learn / practice telling a story that happened in the past.


Main Aims

  • To provide fluency speaking practice in a conversation in the context of retelling what they saw happen

Subsidiary Aims

  • To provide detailed listening practice using a text about an unfortunate story in the context of visiting a foreign country


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

T displays pictures of 4 celebrities, as well as a vocabulary helper sheet. T asks SS if they are able to describe the people they see in the images. T may need to ask individual SS to do the descriptions. T may also lead the conversation into a light-hearted talk of whether they are able to describe anyone.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T displays slide 3, and points out words that can be used when report what we saw when we were witnesses of some action. To allow some immediate guided practice, SS are asked whether they have seen anything strange happening in the past, or if they have spotted any celebrities. T encourages the use of Lexis on the slide. T also models the language to be used by telling SS about the time teenagers thought he was a hockey player. T refers to the Lexis.

Listening (Jigsaw) (8-10 minutes) • to enable SS to listen for details and to prepare SS for Speaking

T explains that Billy went to a foreign country to visit friends and that something strange happened to him. T created 2 groups. Group A will listen to Billy's side of the story, and group B will listen to a lady's story who witnessed what happened, in two separate BORs. T tells SS they are allowed to listen to the recording twice. Then SS discuss what they heard, using the Lexis from the previous stage. T monitors. Then T elicits to make sure SS understood the recording. T may clarify / answer any Qs.

Speaking (10-12 minutes) • to give SS an opportunity to practise the Lexis that was highlighted, retelling who saw what, and to compare two perspectives,

T then recreates the BROs, making pairs (A-B) so SS can compare the stories. Again, T reminds them to use the vocabulary that was practised in the Exposure stage. T monitors and takes notes. T recreates the pairs, to increase STT. If there is enough time, this can be repeated one more time. OPF: T elicits to check comprehension.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

T uses today's notes to share what went well, praising SS, and to bring their attention to some areas that can be corrected. T displays all this on the last slide. T elicits for S contribution, to maximize STT.

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