English Lesson Planner | TP 6 | Tell a story from two points of view

Vildan

TP 6 | Tell a story from two points of view - Upper-Intermediate level

TP 6 | Tell a story from two points of view
Upper-Intermediate level

Description

In this lesson, the focus will be on speaking.They are going to try and tell a story that they have already listened in the previous class with using some functional language. At the beginning of the lesson, the students will be put into two groups (A and B) considering that they have listened different recordings. The lesson will start with a group brainstorming activity. In their groups, students will be taking some notes about what they have remembered from the recording. Then they will be put into pairs in their own group to think about how they are going to re-tell the story by using the functional language on the WB. At the following activity, students will be put into A-and-B pairs to tell the story each other. Since they have listened to the story from different points of views, they will be also finding the differences between the two accounts by using another set of functional language written on the WB. When students will be doing these speaking tasks in pairs and groups, the teacher will monitor them and listen in on what they’re saying. So the next stage will be error correction. The teacher will write a selection of their mistakes on the board and ask students to correct them. Then the teacher will give out the typescripts and point out the new set of phrases that are useful for comparing the two stories. Finally students will tell the differences by using the phrases as much as possible.

Materials

TP-6.pptx

Main Aims

To provide fluency speaking practice in a re-telling a story in the context of an unfortunate misunderstanding

Subsidiary Aims

To provide practice of language used for telling the story and comparing two stories in the context of an unfortunate misunderstanding

Procedure (34-44 minutes)

Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

(The teacher starts the lesson) "In the previous lesson, you listened to the same story from the different point of views. Group A tell me who did tell you the story? Group B you listened the story from whose point of view? Great!" (The teacher gives out a large size paper for each group) "Now, as a group, I want you to do brainstorming and write down the events of the story in sequence, and also add all the details that you can remember under these events. For instance (the teacher writes down on the board to give a demo) 1- Bill and his friend were coming home from a party • It was midnight and very cold • … • … 2- They fell over • because... • … • … (The teacher asks Instruction checking questions) "What will you do? Will you write long sentences?Will you work individually or as a group? Now you've got approximetly 5 minutes!"

Useful Language for telling a story (6-8 minutes) • To highlight and clarify useful language for coming productive task

(The teacher reflects the useful language on the bord) “On the board, you can see some phrases. These phrases are very useful for telling a story. Your next task is re-telling the story your partner by using these phrases. So I want you to think about how to use these phrases with your partner and re-tell the story each other. If you need help in terms of vocabulary or grammar, just call my name. I'm here to help you. You’ve got 5-6 minutes to finish this task!” (When students are doing the speaking task in pairs, the teacher is to monitor them and to listen in on what they’re saying.)

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

(The teacher sets up room for the next pair work activity. She puts the students A-and-B pairs) "Now, I want you find a partner from other group and sit together. So, if you're from group A, you should sit and work together with someone from group B." (The teacher gives the instruction for the next activity) "In turns, you tell the story each other with all the details that you can remember. And I will be watching you. You've got 10 minutes!" (When students are doing the speaking task in pairs, the teacher is to monitor them and to listen in on what they’re saying.)

Useful Language for comparing two stories (6-8 minutes) • To highlight and clarify useful language for coming productive task

(The teacher reflects the useful language for comparing a story on the bord) “On the board, you can see some phrases. These phrases are very useful for comparing two stories. For the next task, you'll keep working with your partner and you we'll be finding differences between the two side of the story. But please, while you are talking about the differences try and use these phrases for comparing the stories. Just to remind you, along with the differences between the two stories, there are also some information that Bill mentioned, but the old lady did not and vice versa. Also think about them, please. Again, if you need help, I'm here. You’ve got ten minutes to finish this task!” (When students are doing the speaking task in pairs, the teacher is to monitor them and to listen in on what they’re saying.)

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

(Before taking a quick feedback about the differences of the stories, the teacher writes a selection of students' mistakes on the board and ask students to correct them.) "Now, I want you to take a look at the board. You see some sentences. Some of them are right, and some of them are wrong. You tell me the wrong sentences and offer solutions to correct them. Let's begin with the first sentence..." (As soon as having done with error correction, the teacher gets a quick feedback about the differences of the two stories and she finishes the lesson.)