Yolanda Argumanis Yolanda Argumanis

Speaking lesson


In this lesson students practice their speaking skills while telling an anecdote.


Main Aims

  • To provide fluency speaking practice while telling an anecdote in the context of recalling an embarrassing situation.

Subsidiary Aims

  • To provide gist reading practice using a text about an anecdote in the context of and embarrassing situation.
  • To provide clarification of language used for telling a story in the context of an embarrassing anecdote.


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

1. Show a picture of "Andy", a man with his hands covering his face and ask the students how they think he feels. (Embarrassed) 2. Show four pictures related to the anecdote they will read later. Send them to BORs to predict what happened. 3. OCF. Write the students' predictions on the slides.

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

1. Tell the students that they will read Andy's anecdote and have to answer the questions in the slide: "Were your predictions right? What would you have done in Andy’s place?" 2. Show the text give them 3 minutes to read it. Andy’s anecdote You won’t believe what happened to me last month. I was in a park playing with Toby, my dog, and it was getting late. I was walking up to him to put his leash on and go back home when I heard an old lady loudly call out “Anyone who wants ice cream come over here!” I can never say no to ice cream, so I left Toby playing with his ball and headed over. Several others were there, and she gave them all little cups of chocolate ice cream. I was the last one and I could see that there were still a few cups left in the cooler, however, when I put my hand out, she only stared at me. At first, I thought it was a bit weird but maybe she just hadn’t realised there had been one more person waiting, so I smiled and asked her “Ice cream?” But then, she looked at me even more surprised. That’s when I started panicking. I was about to ask her what was wrong when a little kid came over and asked her “Who is he, granny? Do you know him?” Turns out, they all were family. You can’t imagine how embarrassing it was! In the end, I apologised, grabbed Toby and basically run back home. It still keeps me up at night whenever I remember it… (Adapted from: https://twitter.com/itsandyryan/status/1165670176353935361?s=21) 3. The students share their answers in OCF.

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

1. Show the students the following task. (Meaning) Go back to the text and find: - a sentence with the setting o I was in a park playing with Toby, my dog, and it was getting late. - a general truth about him o I can never say no to ice cream. - 4 expressions for sequencing o At first, o But then, o That’s when… o In the end, - a phrase to explain a situation, usually near the end of a story o Turns out - 2 phrases to engage the audience / speak to it directly o You won’t believe what happened to me. o You can’t imagine how embarrassing it was! - 1 sentence in which an action in progress was interrupted by another short action. o I was walking up to him when I heard an old lady. - 1 phrase to show how he feels now o It still keeps me up at night. 2. The second answer is shown as an example. Answer the first one together. 3. Send the students to BORs and give them 4 to complete the activity in groups. 4. Elicit the students' answers in OCF. Check Form: - How do we start an anecdote? - In what part of the sentence do we use these expressions? - What tenses do we use to tell an anecdote? 5. Show the following extract: "I was the last one and I could see that there were still a few cups left in the cooler. However, when I..." Check pronunciation: - Where are the pauses? - What words have the main stress? - Can we connect any sounds? - Does the intonation go up or down? Drill.

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

Tell us about your experiences! 1. Tell the students to take notes of an embarrassing experience they have had (or someone they know has had). Give them 2 minutes. 2. Tell them they will go to groups and have to: a. Tell their anecdote Useful expressions: - You won’t believe what happened to me. - I was in [place]. It was [time]. - At first, … Then, …, That’s when… In the end, … - I was ___-ing when… - Turns out… - You can’t imagine how [feeling] it was. b. Listen to their partners story and answer: "What would you have done in their place?" 3. Check instructions, share the PDF file where they can find the activity, and send the students to BORs to work in pairs for 6 minutes per round. Have 2 to 3 rounds. Monitor closely and note down some of the students' mistakes. 4. Students return to the main room. Whole-class feedback: - What was the story about? What would you do in their place?

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

1. Show students some of the sentences with mistakes and words that were mispronounced noted down during the monitoring phase. 2. Elicit the correct syntax/lexis and pronunciation. Students correct their own mistakes. 3. Drill.

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