Anna Bavido Anna Bavido

CELTA Teaching Practice 8
Pre-Intermediate Adults level


In this lesson students practice speaking for fluency by describing and summarizing movie plot lines using the informal present simple tense. Some phrasal verbs related to relationships are pre-taught. Reading skills are developed as students read about the plot lines they will describe to their partners.


Main Aims

  • To provide practice of language used for telling stories in the context of summarizing movies.

Subsidiary Aims

  • To provide gist listening practice using a text about You've Got Mail in the context of retelling a story.


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

Group students by movie genres they like. In those groups talk about recent movies they've seen or favorite movies.

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

Instruct students to listen for what tense the speaker uses and what kind of movie she's talking about. Listen to text. Check answers in pairs. In whole class feedback talk about why the present simple is used.

Useful Language (5-8 minutes) • To expose students to useful language for coming productive tasks

In groups student order sequence of events in a romance. Then students work to make each event a complete sentence.

Language Clarification (4-5 minutes) • To clarify meaning

Check answers of previous exercise while simultaneously getting the sentences onto the board. Clarify meaning and then form.

Story Rehearsal (9-10 minutes) • To provide an opportunity to practice target productive skills

Split class As and Bs. Within A/B put students in pairs. Ask them to read their story twice and then practice telling it to their partner while not looking at the paper. The person not speaking can quickly check things on the paper if necessary.

Story Presentation (5-7 minutes) • To provide practice in retelling a story

Pair each A with a B. Tell each other's stories.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

Ask students what movie they would rather see. Were they able to understand their partner? Were they able to do it all in English? Error correction on what was heard during monitoring.

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