New lesson plan: Keep a story going

Ulkem Yilmaz

Keep a story going - Intermediate, B1 level

Keep a story going
Intermediate, B1 level

Description

In this lesson students will learn how to keep a story going through the phrases in the students' book in unit 2, 6A, page 27. The lesson starts by putting the students in pairs of A and B. Both sides will experience what it feels like to get no feedback, verbally or non-verbally, while talking to someone. Then they will learn the difference between interested intonation and bored intonation by drilling the phrases with both intonations and will discuss the difference in an O/C discussion.

Materials

Gap-fill handout

workbook cd

Powerpoint projection

Gap-fill handout

workbook cd

Powerpoint projection

Main Aims

To provide accuracy speaking practice in a conversation in the context of keeping a story going

Subsidiary Aims

To provide specific information listening practice using a text about phrases in the context of storytelling

Procedure (45 minutes)

Icebreaker (2 minutes) • To get the students ready for the pair work

Talking about the infamous characteristics of being "dead" and without mimics of a mummy and a zombie.

Pre-listening Task (5 minutes) • To let the students understand how it feels like to get no feedback at all while telling a story and the importance of the intonation.

Students work in pairs, one of them will tell what they did in the previous lesson while the other will listen without any verbal or non-verbal feedback. Then the students will switch roles. After that I will elicit from students how it felt to talk to someone who gave no feedback: "So how did it feel to talk to someone who made no expressions at all. Did you feel comfortable or uncomfortable?"

Match the Phrases (3 minutes) • To make students understand the usage of the phrases

Students will match the extracted phrases in the worksheet in 6A with the sentences below. I will do the first example O/C and then Ss will check in pairs.

Listening for specific information (5 minutes) • To enable students check their comprehension and to develop their ability to listen for specific information.

Students will check their answers for the exercise they did in 6A.

Drilling (10 minutes) • To make the students understand the difference between an interested intonation and a bored intonation.

We will drill phrases both with interested intonation and with bored intonation. We will then have an O/C discussion about the difference.

Focus students on "phrases to keep a story going" (3 minutes) • To make the phrases become more natural and practical to students.

I will project 6 sentences on the board, then I will mix the students up and ask them to work in pairs again and use expressions for those sentences from 6A in either interested or in a bored way. I will determine which group will be interested and which group will be bored.

Pre-teach vocabulary (7 minutes) • To prepare the students for the next task by teaching them the necessary words.

ECDW: stuck, chase, mistaken for someone, embarrassing

Pre-task (5 minutes) • To let students prepare for their speaking task

I will arrange the students into groups of four. I will tell the Ss that they are going to tell a story which can be true or a lie. Students will choose from the list of situations in 7A and will have time to prepare their stories.

Telling a story (5 minutes) • To reinforce the understanding of the phrases and their intonations.

Ss will tell their stories in groups of four. Others should respond using expressions and intonation to sound interested. At the end of each turn, students should decide whether the stories are true or false. Meanwhile I will be monitoring and taking notes for the feedback. If there's any correction needed I will write it on the board.