Bri Bri

Telling Stories
Intermediate level


Students will use story telling to improve their speaking skills. Students will identify and practice using time words, story pacing, and organizing thought in chronological order. Students will also improve their dictation and pronunciation with regards to activities done in childhood and history


Main Aims

  • To provide fluency speaking practice using sequential words in the context of story telling

Subsidiary Aims

  • To provide clarification of punctuation necessary when sequencing their ideas
  • To provide accuracy speaking practice in organizing speech


Lead-in (2-4 minutes) • To set lesson context of movie story lines

Ask about movies students have seen this past weekend. Enquire about plot lines using Yes/No questions.

Exposure (5-8 minutes) • To provide a model of production expected in coming tasks through

Introduce a photo of Black Panther, the movie. Ask students to recall what they know of the movie as its sequel would make it popular in current media news. Looking at the Sequential words and the sentences, students as a class would match the correct sentence to the correct adverb. This would allow students to understand the context of the target language as well as practice the pronunciation.

Useful Language (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

Students will be shown a picture of the Little Mermaid. There will be three time words. First we will as a class analyze them as we did in the exposure. Next we will order them into their correct sequence. The students will then be divided into pairs or trios in BOR to create sentences to tell the story as they remember it. Teacher will monitor for major errors to address in FEC stage.

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

Students will be shown 3 images and all 6 target language items ordered correctly. In different BORS, they will be given 15 minutes to create a story using the images and target language. They will then have the opportunity to share their story with the class and ask/answer questions about their story. Teacher will again monitor and write good and bad sentences in the final page of Jam-board for FEC.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Having monitored both BORs and written 3-6 samples, go over each sentence. Have students say the sentence before pointing out errors or things well done. Analyze points of language that you notice students struggling in.

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