Fatima Bashir Fatima Bashir

Journey, Speaking
Intermediate, B2 level

Description

In order to produce language they can use to talk about traveling and journeys, SS will listen to an anecdote about a journey a woman named Suzy has been on. The ss will use some useful phrases from these they heard in the course of the listening activity.

Materials

Abc CD recording 2.30
Abc HOs
Abc PPT
Abc PPT

Main Aims

  • To provide accuracy speaking practice in an anecdote of journeys.

Subsidiary Aims

  • To provide practice of useful phrases for telling stories in the context of journeys they have been on.

Procedure

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

_To generate interest in topic, T starts by showing the ss PPT for a trip she's been at with her her freinds. _ Elicit Who is this? Who is this with me ? Who are these people? Which country do you think this is? What is the weather like?

Exposure (10-12 minutes) • To provide a model of production expected in coming tasks through reading/listening

_ include a photo for Sinai desert in the PPT _ Explain that they will listen to Suzi talking about her visit to "this place" _ Give them HOs and ask them to go through the questions and answers. _ Explain any blocking vocabulary, ( Monetary, go diving, en route) _ Play the recording and ask the ss to listen and cross out the wrong information in the answers. (TB) _ Ask ss to compare their answers .( PW) _ Ask the ss to correct the info then play the recording again for them to check their answers. _ Project the answer key and give feedback. (WC)

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

_Tell the ss, now it's your turn _ Ex2 p73: Ask the ss: Tell us about your journey, _ Answer the Qs in Ex1 about yourself, about your journey _You are welcome to write short notes of what would you like to say if you like

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

_ Put the ss in pairs Give everyone a number from 1 to 16 Then let everyone pick a number from a small box they then go find their partner and tell them about their journey _ Encourage the ss to to ask follow up questions to get further information _ Ask some pairs to report back to class about what they found out about their partners' journeys.

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

_ T writes sentences ss mentioned on the board _ see if the ss can figure out which are correct and which are incorrect

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