2.

8 SPEAKING  LESSON 11

OVERVIEW PRODUCTION | 13–15 minutes

Duration: 40 minutes
Objectives:
• Can get the gist of short, simple stories if told slowly
and clearly (P) (GSE 37 – A2+).
• Can describe past events or experiences using
simple descriptive language to add interest (P)
(GSE 47 – B1).
• Can narrate a story (C) (GSE 45 – B1).
• Can show interest in conversation using fixed
expressions (P) (GSE 41 – A2+).
Resources:
• SB p. 28
• WB p. 28
• Online resources: Teacher’s resources, Video 10
– Role-play Videos: Telling a story
LESSON 11
WARM-UP | 5 minutes
(S–S, S–T, T–S) Refer Ss to Exercise 1. Put them in pairs and
give them 2 minutes to look at the photo and discuss the
questions. Then encourage each pair to share what they
have discussed with the class.
PRACTICE | 20–22 minutes
1 (T–S, S–T) Refer Ss to Exercise 2. Ask a few general
comprehension questions: Why did Tom go to Australia?
How was his climbing at the beginning? How did he feel?
How did he call for help? What does he think about
climbing now? Play the recording or Role-play Video 10
so that Ss listen or watch and compare their ideas
in Exercise 1. Then invite volunteers to act out the
conversation.
1 (S–S) Refer Ss to Exercise 5. Tell them that in a few minutes
they will tell, listen and respond to a story. Put them in
pairs. Give them 1 minute to choose a topic from the
box or one of their own ideas. When they have decided
on their topic, write these headings in five columns on
the board:
Introduction  Background  Problem  Main events
Final comment
Tell Ss to think about what they are going to say and
make notes under each heading. Give them 5 minutes
to do this.
2 (S–S, S–T, T–S) Exercise 6. Ss act out their conversations.
Explain that one of them will tell the story and the other
will react and respond. Tell them to use their notes in
Exercise 5 and expressions from the SPEAKING FOCUS
in their conversations. Also, tell Ss to act out as realistic
as possible. Alternatively, Ss swap roles and follow the
same procedure as above. As Ss interact with each other,
walk around taking notes of what you hear. Invite pairs
to act out their conversations in front of the class. Finally,
give some feedback based on your notes.
HOMEWORK
1 Give Ss WB p. 28 as homework.
2 Ask Ss to study the Word list on p. 29.
CONTINGENCY PLAN
1 Refer to TB p. 28 for extra activities.
2 Refer to TB p. 29 for Word list activities.

EXTRA ACTIVITY
Tell Ss that they will hear one side of the dialogue and
they need to respond to the utterances as quickly as
possible. Play Videos A and B. This could be done using
choral or individual drilling.

2 (T–S, S–S, S–T) Ss do Exercise 3 individually. Give them

1–2 minutes and then 1 extra minute to check their
answers in pairs before doing a class check.
3 (T–S, S–S, S–T) Ss do Exercise 4 individually. Give them
3 minutes and then 1 extra minute to check their answers
in pairs before doing a class check. Go through SPEAKING
FOCUS and make sure Ss understand what to say, when
to say and how to say it while telling a story and listening
to one. Wherever possible, suggest alternative phrases
to replace the ones given there. Drill the phrases as
a whole class and with random individuals if necessary.

© Pearson Education Limited  Focus 2 Second Edition 1