To provide fluency speaking practice in conversations in pairs/groups in the context of travel, journey
To provide clarification and review of holiday words in the context of travel, journey
Procedure (42-40 minutes)
The teacher projects an extract from the magazine with the picture. He asks: Please read this paragraph. Would you like to go on a journey like this? Why? Give reasons. Then he divides the class into pairs and tells them discuss it for one minute.
The teacher says: We travel for many reasons. Which reasons, do you think? Ask a couple of students. Then he gives a HO and explains that students need to do task 1 on it. The task #1 has a list of different reasons to travel. In pairs or small groups ss need to talk if they have travelled for any of those reasons and share their stories. Time limit - 3 min The teacher asks which reasons they think are the most common.
1) The teacher elicits from the ss list of things we say when describing a country. He draws a mind-map on the board with the word "country" in the middle. Then he asks: When we go on a holiday and come back, what do we tell others about that country? He quickly puts answers on the board (e.g. its location, food, music, popular sports, famous sights, etc.) 2) Then teacher tells the ss to mingle and find a partner that has been to the country they've never been to. Then they sit with that partner and give each other information about that country using the ideas on the board (Task #2 of the HO) The teacher monitors and records mistakes.
The teacher puts the students in groups of 3. He tells them to look at the picture of jungle from the magazine extract that was shown at the beginning of the lesson and discuss life in the jungle with places in the task #3 of the HO. The places in the photos are beach and arctic. Monitor and take notes of the mistakes.
The teacher gives the ss HO adapted from Upper-intermediate matters coursebook. It has copies of 3 postcards written by one tourist. There are words on the top of the sheet. The ss need to read the sentences and decide which of the words on top is appropriate to insert. They work individually. Give 4 minutes to do the task. Monitor closely to see which words cause the most trouble. After the task is done, they check in pairs. Then give the answer key. Clarify the meaning of difficult words as a whole class by CCQ: Is fascinating positive or negative? Positive. What's the synonym to breathtaking? How can we show it? Which one is stronger: fascinating or breathtaking? Breathtaking. Does overlooking the lake mean you are in the lake or above it? Above the lake. Also elicit and mark the stress and any pronunciation difficulties and part of speech. Drill pronunciation if needed.
The students need to match the new words with their definitions. (Task 5) Then they check in pairs and then the answer key is given. I will skip this activity if there is not enough time for freer speaking practice.
The teacher tells the ss to close their eyes. He says: We are going to talk about your dream holiday. Don't say ANYTHING. JUST IMAGINE! Imagine a perfect place for you to be. What do you see? What do you hear? Who are you with? What is there? What are you doing? Now open your eyes and tell your partner about your dream holiday.
The teacher writes any mistakes with TL on the board and asks where the mistake is. The ss are invited to make corrections.