Lesson #1: Introductions

Objectives: By the end of this lesson

-SWBAT demonstrate the ability to introduce themselves
-SWBAT share things about themselves with others
-SWBAT feel safe and capable of succeeding in this class
I followed
the Present,
Practice,
Produce
format. I
tried to
move from
Teacher
Directed
activities
(T-S) to (SS) activities.

All the lessons combine

to form a conversation
revolving around telling a
story. I call this story
Personal Experience
Activity. For the sake of
this Teaching Unit, I said
that the personal
experience was riding the
train.

PRESENT Introduce dialogue. (T-S) (10 min)

-Teacher discusses example dialogue of an authentic introduction, noting specific parts
and words.
a. Greeting (involving handshake)
b. How are you?
c. Answer. Reflection.
d. Tell me something about yourself.
e. Answer
-Teacher expands dialogue giving handout of multiple examples of each specific option.
PRACTICE structured practice (15 min)
Activity #1:
1. Teacher-directed practice. T-S
a. choral-drilling
b. backward build-up (key expressions)
c. teacher-student drilling
2. Student-directed practice. (Pairs) S-S
a. individual practice
b. pair practice (3 people)
3. Follow-up teacher follow- up on activity
a. Address how some aspects can be dropped or changed
-Hand out name tags
-Demonstrate drop of Hi. My name is -> Hi. (Name).
b. Review back on dialogue to show
-PreChannel Open Signals
-Backchanneling
PRODUCE (20 mins)
Activity #2: Information Gap
1. T-S practice.
a. Find someone who 15 questions (review of questions)
b. backward build-up (hard questions/words)
c. Teacher does first question with student
2. S-S practice. (Group)
a. Individual practice
b. Group practice Complete Find someone who 15 questions
FOLLOW-UP/CLOSURE. T-S (10 mins)
-Teacher calls on pairs to demonstrate, commenting individually on each
-End with reinforcement of main ideas
1. Structure of Introduction
2. Some things about themselves

Lesson #2: Describing an Experience: A Train Ride (Part 1)

Objectives: By the end of this lesson
-SWBAT identify past tense and know several past tense words
-SWBAT share things in the past tense about themselves with others
PRESENT(Pre-listening) Introduce Simple Past Tense and important nouns, adverbs and
adjectives (T-S) (10-15 min)
-Teacher tells students about the story they will be developing over the next 2 weeks
**A shared experience between all of the students (decided in class. For this class,
lets say they chose taking the train)**
a. riding the bus
b. taking the train
***ADAPTED RICHARDS AND BURNS pg. 200, 6.4***
-Teacher asks students brainstorm some important vocabulary words. (Writes these on
board) (T-S)
a. Verbs
b. Nouns
c. Adverbs
d. Adjectives
-Teacher gives handout with vocabulary lists of words. Rehearse all words
(pronunciation)
PRACTICE structured practice (20 min)
Activity #1: Listen for important words (Recording of someone talking about a train ride)
Handout: During-listening, check when you hear these words spoken during the activity.
**Students can use vocabulary handout of examples of words. All words pertain
to the shared experience.**
1x Listen for nouns
a. S-S In groups, discuss order of nouns
Certain lessons have
b. T-S As a whole class, check answers
either a speaking focus or
c. T-S Rehearse all words
a listening focus. While
still others have a
2x Same listening text, now verbs
combined focus. I did not
a. S-S In groups, discuss order of verbs
focus on either language
b. T-S As a whole class, check answers
ability; instead, I took a
c. T-S Rehearse all words
topical approach to the
3x Same listening text adjectives.
Teaching Unit. The topic
being telling a story.
a. S-S same
b. T-S same
c. T-S Rehearse all words
I tried to have activities that got students
4x Same listening text adverbs
out of their chairs. Since most of the
a. S-S same
students are about 12 yrs old, I want to
b. T-S same
harness their natural energy towards
c. T-S Rehearse all words
during high energy activities.
PRODUCE (Post-Listening) (20 mins)
Activity #2: Word Slap (T-S)
Rules: One sentence will be read by the teacher (pertaining to taking the train). The
teacher prefaces each sentence with what kind of word they should be looking for. When
the student hears the word, they must get out of their seat, find the taped word on the
wall, slap it and run back to their seat. Sentences will go from easy to difficult, simple to
complex.
a. (T-S) Debrief each sentence on board. Let students see sentence.
a. 20+ sentences

b. Variety of kinds of vocabulary words (noun, verb, adj., adv.,)

FOLLOW-UP/CLOSURE. T-S (5 mins)
-Teacher calls on a student to give them an example of a past tense verb, noun, adjective
or adverb

Lesson #3: Describing an Experience: A Train Ride (Part 2)

Objective: By the end of this lesson
-SWBAT identify and tell about the Who, When, Where, Why, of their train
experience.
*This is an integrated speaking/listening lesson*
PRESENT(Listening, T-S, Inductive) (15 mins)
-Teacher presents 4 listening activities. Each have something different missing from
them.
a. #1 Listening The who
b. #2 Listening The where
c. #3 Listening The when
d. #4 Listening The why
-Teacher asks, after identifying, for examples of who, when, where, why
-Teacher narrows these examples down to specific experience (riding the train)
PRACTICE (T-S) structured practice (20 min)
Activity #1: Dialogue
a. Listen to a native English speaker begin a story (2x)
b. Look at transcript of same event.
I decided to
include a few
discourse features
in this Teaching
Unit. I think that
they are
interesting to
students, and can
really give them a
leg up on
sounding fluent.

Example:
Jeff: Hi Bill!
Bill: (.2) Whats up Jeff! (Handshake)
Jeff: You wont believe what just happened//
Bill: //What?!
Jeff: So I went to the store with some friends to buy milk

c. Note: Channel Open Signals, verbal fillers, Feedback Signals

d. Note: Sequencing of events
e. Backwards Buildup

PRODUCE (S-S) (20 mins)

Activity #2: Start your story!
Instructions: Have students think of 4 who, when, where, why s and write them
on handout grid (these pertain to riding the training.) Teacher will call out grid numbers
which randomly assign 4 who, when, where, why s to be put together. Students
will then tell this to their partner and switch.
*This could be a funny activity*
Example:
A

Who:

Where:

When:

Why:

1 My family and I went

to the _______

yesterday

to buy milk

2 My friends went

to the doctor

2 days ago

to rent a movie

3 I went

to the dentist

10 years ago

to _________

a. Teacher would call out A1, B1, C1, D1

FOLLOW-UP/CLOSURE. T-S (5 mins)

-Teacher calls on a student to give an example of Activity #2
In some lessons, I
-Final remarks (potential switching of where and when in flow of story)
admit that some
Bill: (.2) Whats up Jeff! (Handshake)
rules are not
Jeff: You wont believe what just happened//
always hard and
Bill: //What?!
fast. Specifically
during this lesson,
I do this during
the Closure. I
think that it is
important for
students to know
that while
language is a
science, it is also
an art. There is a
variety of ways of
saying the exact,
same thing. But
for the sake of the
students language
level, I give them
one way.

Jeff: So I went to the store with some friends to buy milk

c. Note: Channel Open Signals, verbal fillers, Feedback Signals

d. Note: Sequencing of events
e. Backwards Buildup

Lesson #4: Describing an Experience: A Train Ride (Part 3)

Objective: By the end of this lesson
-SWBAT sequence the events of their train ride experience in chronological order
REVIEW (S-S, T-S) (10 mins)
-Teacher puts students in groups
-Each group has strips of paper out of order (akin to Strip Story)
-Students must put the strips of paper in order of the who, when, where, why
-Teacher asks one group of students to demonstrate and read aloud
-Backwards Buildup of correct order of activity
-Review of personal train experience
PRESENT(T-S) (5 mins)
-Teacher presents a longer Discourse Transcript of someone telling a story about riding
the train
a. Notice Beginning, Middle and End aspects
b. Review of Beginning aspects (these have been covered in Lessons #1-3)
c. Point out Middle section
PRACTICE (T-S) structured practice (10-15 min)
Activity #1: Engage Discourse Transcript
a. Listen to a native English speaker tell story above
b. Look at transcript of same event.
c. Backwards Buildup of difficult portions
d. Notice:
1. Sequence words (e.g. First, second, finally)
2. Transition words (e.g. Then, after)
*3. Conflict words* (e.g. All of a sudden)
***These will be specifically addressed in a later lesson***

I intentionally
used Discourse
Transcripts
heavily in this
Teaching Unit.
Because native
speakers of
English speak so
fast, I believe that
seeing the
conversation can
help
comprehension.

PRODUCE (S-S) (30 mins)

Activity #2: Strip Story
Instructions: Have students work in pairs to put in order a strip story of riding the bus
-Read together in front of class
-Note: pronunciation
Activity #3: Personal Story of train experience
Instructions: Students will receive a handout of a formula for creating a story. The
students will have to fill in the blanks of the story with their own experience riding the
train.
FOLLOW-UP/CLOSURE. T-S (5 mins)
-Teacher calls on a student to give an example of Activity #3
-Hook for next lesson: Teacher gives an example of personal story riding the train,
paying more attention to the conflict section

Lesson #5: Describing an Experience: A Train Ride (Part 4)

Objectives: By the end of this lesson
-SWBAT identify the conflict section of telling a story
-SWBAT produce a conflict section of their own personal experience of riding a train
REVIEW/PRESENT (T-S) (15 mins)
-Youtube clip of someone telling a story with a clear conflict section
https://www.youtube.com/watch?v=8Sqdl8lz0zo
Because my class
has such a
-Discuss video, noting conflict section
fascination with
(Examples:)
media and
a. Longest part of the story
American culture,
b. Makes the story interesting
I tried to include
c. Note signals of conflict section
clips from
YouTube here and
1. Intonation
there.
2. Channel Open Signals that only pertain to this part of conversation
-Show diagram of a conversation: (Example)
Conversation:
Introductions (signals associated)
Quick intro to story (who, when, where, why)
Conflict Section
*Opinion*
*Closing Conversation (signals associated) Lesson #6*
PRACTICE (S-S) (25 min)
Activity #1: Matching Picture to Sentence
a. Student A has a picture of a situation that could make riding a train
complicated (i.e. forgot my ticket!)
b. Student B has the sentence forgot my ticket!
c. Once everyone has been matched up, the students must act out what their
complication is for the class. The class guesses which complication
they are acting out.
d. (T-S) Teacher debriefs activity (handout will be provided)
1. Has this ever happened to you?
2. Can you think of any other kind of conflict?
3. Choose a kind of complication for your personal experience (i.e. forgot
my ticket!)
4. Students fill out conflict section of the handout they received in
Lesson #4
PRODUCE (T-S) (20 mins)
Activity #2: Discourse Transcript of Conflict Section from Youtube clip above
a. Teacher notes Channel Open Signals
(Examples:)
1. So
2. Um
3. Hey
b. Students help give more examples from Transcript

c. Teacher gives handout of common Signals

d. Students add Signals to there conflict section
e. Students practice their conflict section in front of class (can use handout)
FOLLOW-UP/CLOSURE. T-S (1 mins)
- Reassure students that this is the most difficult part of telling a story and that it will be
more thoroughly covered in the next class.
This is an example of a lesson that spilled
over to the next one. I tried to treat topics
with the amount of time proportional to
its difficulty.

Lesson #6: Describing an Experience: A Train Ride (Part 5)

Objectives: By the end of this lesson
-SWBAT identify the conflict section of telling a story
-SW have a better idea of how to produce a conflict section of their own personal
experience of riding a train
-SWBAT formulate a short opinion about the movie (and their personal experience)
REVIEW (T-S) (15 mins)
-Discuss conflict section
a. Makes the story interesting
b. Note signals of conflict section
1. Intonation
2. Channel Open Signals that only pertain to this part of conversation
-Show diagram of a conversation:
Conversation:
Because previous lessons have been
content heavy and challenging, this lesson
was meant to be a little easier. Students
know the main content, now they get to
use it by watching a Disney short film.

Introductions (signals associated)

Quick intro to story (who, when, where, why)
Conflict Section
Opinion
Closing Conversation (signals associated)

-(S-S) Students practice personal experience in partners (this includes conflict section)
PRACTICE (S-S) (25 min)
Activity #1: Lava
https://www.youtube.com/watch?v=uh4dTLJ9q9o
Start: .19
Beginning: Until 1.28
Conflict Section: 1.28-3.40

End:3.40

a. Pre-listening Activate schemata

-Teacher briefly describes video
-Teacher explains handout
This listening activity is
scaffolded. There is starting
and stoping in order to help
the students comprehend
content (comprehension)
and practice the topic of the
day.

(Items included in handout:)

1. Note tricky vocabulary: Lava = Love
2. Note structure of video
Beginning: (Who, when, where, why)
Stop
Conflict Section (Middle): What is the complication?
Stop
End:
*Opinion:* (saved for later)

b. During listening Note taking (students fill out handout)

Phase 1:
1. Teacher plays through the Beginning (until 1.28) NO STOPPING
2. Teacher stops at 1.28. Students discuss in groups
Who

When
Where
Why
Phase 2:
1. Teacher plays only audio of conflict section (until 3.40)
2. Students listen for complication
3. Students work in groups to discover the complication of the story
4. Teacher plays again with video and audio
c. Post-listening
-What did you think of the video? (This is a simple handout with a
formula of how to formulate an opinion.)
PRODUCE (S-S) (20 mins)
Activity #2: Opinion Speed Dating
-Students fill out the handout for Activity #1: Post-listening (10 mins)
-Students line-up and share opinions with each other.
-Teacher calls out rotate!
-Teacher explains why this activity is important
a. Last part of telling a story normally is your opinion of what happened
FOLLOW-UP/CLOSURE. T-S (1 mins)
- Reassure students that there will be more time to review this in a later lesson
- Review opinion section

Lesson Lesson #7 Describing an Experience: A Train Ride (Part 6)

Objectives: By the end of this lesson
-SWBAT continue a continue a conversation by asking a question back to the original
questioner
REVIEW (T-S) (5 mins)
-Teacher reviews conversation diagram (focus on opinion section)
Conversation:
This previous lessons have
been content heavy. There is
some review during this
lesson and minimal amount
of content as the Unit starts
coming to a close.

Introductions (signals associated)

Quick intro to story (who, when, where, why)
Conflict Section
Opinion
Closing Conversation (signals associated)

-Teacher reviews how to formulate opinion

PRACTICE (T-S) (25 min)
-Teacher reviews a discourse translation of a native speaker (A) giving an opinion after
they have told a story and asking another native speaker (B) a follow-up question.
a. Note two kinds of follow-up questions:
#1: Has this ever happened to you?
#2: Tell me about a time that you felt _____.
b. Choral drilling of questions
c. Students fill out handout of 5 kinds of opinion sentences and follow-up
questions
(Example:)
1. I was so ______! (scared, angry, etc) Has this ever happened
to you?
2. I was really _______! (nervous, happy, etc) Tell me about a
time that you felt ______.
d. (S-S) In rotating pairs, students rehearse these example sentences amongst
themselves
PRODUCE (S-S) (20 mins)
Activity #1: 5 Situations
Directions: Students listen to 5 situations. After each situation, students formulate an
opinion that correlates with the listening and ask a follow-up question
FOLLOW-UP/CLOSURE. T-S (1 mins)
- Reassure students that there will be more time to review this in a later lesson
- Review opinion section

Lesson Lesson #8 Describing an Experience: A Train Ride (Part 7)

Objectives: By the end of this lesson
-SWBAT start putting together everything they have learned during the past lessons
-SWBAT close a conversation (pre-closing signals, closing signals)
*This lesson focuses on fluency*
REVIEW (T-S) (10 mins)
-Teacher reviews conversation diagram
Conversation:
This lesson focuses on
fluency. It is heavy on
speaking. The goal of this
lesson is to put together all
the things they have been
learning.

Introductions (signals associated)

Quick intro to story (who, when, where, why)
Conflict Section
Opinion
Closing Conversation (signals associated)

-Teacher reviews important aspects of each section of conversation

-Teacher gives an example of how to put it all together
PRACTICE (T-S) (10 min)
-Handout: Teach notes Pre-closing signals and closing signals
*Students are very familiar with closing signals. This is mostly to teach pre-closing
signals.
Pre-closing signals are hardly ever
a. Alright
taught in my teaching context. This
b. Ok
is because school teachers are
c. Well
hardly ever fluent speakers of
English. I intentionally tried to

include this Discourse Feature.

PRODUCE (S-S) (30 mins)
Activity #1: Putting it all together
Directions: Students will be put into pairs and rehearse their personal experience. This
includes a follow-up question AND pre-closing/closing signals. The pairs will rotate
every 10 minutes.
1x With the help of their previous handouts
2x 3 looks at their previous handout
3x No handout

FOLLOW-UP/CLOSURE. T-S (10 mins)

-Teacher asks one student to put it all together for the class
-Teacher explains next two lessons
Lesson #9: Review and extra help day
Lesson #10: Assessment