- T greets students and welcomes them. - T tells an anecdote about his favorite holiday by using visual support in the TV. "Alright everybody, I want to tell you a short story...The other day I was thinking about my best holiday...". - T displays 2 questions on the screen for students to discuss in pairs. Talk about your favorite holiday. Where did you go? What did you do there? - T says "Now I want you to talk about YOUR favorite holiday, you have these two questions on the TV for you to discuss, you are going to work in pairs for about 2 minutes" - T models the task with student's help. "Alright, Angelo can you ask me the first question?" - T asks some ICQS to check understanding of the task. "Do we have to write our answers or do we have to speak?" (Speak) "How much time do we have, 2 minutes or 5 minutes?" (2 minutes) - After the two minutes, T conducts OCFB by asking some students to share their best holidays (I'll ask some follow-up questions if appropriate and show authentic interest) -Transition: "Those are great holidays guys; I would like to go to some of those places too. Now we're going to talk about places we haven't visited yet"

- T says "I want you to imagine that you have unlimited budget and time, where would you like to go for a holiday?" - T shows the first handout in his chest and provide instructions. (Display on the screen a sample of the task) "Okay everyone, when I give you the worksheet, please don’t unfold it or turn it over yet, alright? We’re going to start with Part A. In this part, I want you to think about two places you’d like to visit for a holiday, they can be countries or places here in Ecuador. You’ll work individually for one minute." - T asks ICQs: "Are we working on part A or part B?" (Just Part A) "Are we writing one place or two places?" (Two places) - After one minute, teacher conducts a brief OCFB by asking some students for the places they wrote down. - T provides instructions on the next task. (Display on the TV a sample of the task) (I'll make sure that nobody folds the paper yet) "Alright everyone, listen carefully before you start, okay? Now we’re going to work on Part B. In this part, I want you to write three or four reasons why you’d like to go to those places. You don’t need full sentences, just keywords or short phrases. You’ll work individually for two minutes." - T asks ICQs: "Do I have to write full sentences or just keywords?" (Just keywords) "How much time do we have?" (2 minutes) - After the 2 minutes, T conducts OCFB by asking and acknowledging some students' answers. - Transition: "Good job everybody! You wrote some really nice reasons. Now let's check some expressions so you can talk about your dream holiday"

- T provides instructions on the guided discovery task by showing the handout in his chest. "Let's work on part A now, do not unfold it. I want you to put the expressions in the correct category. Let's do the first one together" (I will demo the task) "Now I want you to work individually for about a minute" - After ss have worked individually, T will instruct peer checking "Now I want you to check your answers with your classmate" - T conducts OCFB. - T provides instructions of the next tasks of the discovery guide. "Now I want you to work on part B in pairs for about 3 minutes, you will have to analyze the sentences and choose the correct answer for each question" (I will demo the task by eliciting the first answer). - T asks ICQs to check understanding. "Are we working individually or in pairs?" (In pairs) "Are we just reading the sentences or reading the sentences and answering the questions?" (Reading and answering the questions) - After the 3 minutes, T will conduct OCFB by checking the answers. - While checking the answers T will write down the sentences and clarify form/pronunciation simultaneously by asking learners to identify sentence stress, drilling chorally and then individually. (Connected speech features using IPA) - Transition: "Now that we have some useful expressions, and we know how to pronounce them let's put them into practice. Make sure to keep your sheet of paper with you so you can use them"

- T divides learners into pairs by numbering them. (There might be a group of 3 though). - T explains ss to form two lines "Great, I want you to make 2 lines, number 1 here, number 2 here, etc." - T says "This line is for student A, and this line is for student B. Students A will be travel agents and students B will be tourists" ICQs before proceeding with the explanation: "Students A raise your hand", "Students B raise your hand" T to Students A "Are you a travel agent or a tourist?" (Travel agent) T to Students B "Are you a travel agent or a tourist?" (A tourist) - T explains "Great, now you are going to use the expressions you learned today to talk about your dream holidays for about 4 minutes, then you will exchange roles when I clap and talk for another 4 minutes" (T asks which expressions should each role use) - T models the task with a leaner help. "Edison can you please help me?" (As the task is being modeled, T will point to the expressions on the board) - After 8 minutes of speaking (both learners have exchanged roles), T will put them with a different partner by moving one student to the left. "Well done everyone, now you will talk with a different person, remember you are travel agents and you are tourists. You will talk for 4 minutes then change roles as I clap" - As they speak T will pay close attention to what they say to conduct OCFB (on content) and DEC. - Transition: "Great job guys, I heard some really nice places to go, ..... I think you were talking about ..... right? What can you do there?" ".... which place where you talking about?"

- After the 2/3 rounds of speaking, T will conduct OCFB by echoing some of students' dream holidays and asking some other learners about what they said. - T will conduct DEC by writing 3-4 sentences (with mistakes on target language) and asking learners to correct them. "As I was listening to your answers, I overheard these sentences with some slight mistakes, I want you to work in pairs to identify them and correct them" - T will ask ICQs. "Are these sentences right or are they wrong?" (Wrong) "Do you have to correct them individually or in pairs?" (In pairs) - T says "Great, you have around 2 minutes to do it" - After the 2 minutes, T conducts OCFB to correct the sentences by eliciting answers from students. - T thanks learners.