Gulcin Gulcin

Life 7d - How was your trip?
A1 level


No materials added to this plan yet.

Main Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of travel

Subsidiary Aims

  • To provide clarification, review and practice of travel vocabulary
  • To provide clarification and practice of intensifiers
  • To provide gist and specific information listening practice


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

T writes the words "journey, travel, trip" on the board and wants Ss to discuss the differences in their meanings. Then they read the example sentences with the same words. T provides more examples to clarify the meaning. Ss match the words with their definitions.

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

T shows the pictures from a work trip and asks questions about the pictures to draw their attention such as "Where did he go? (On a trip) What kind of a trip was it? (A work trip) "What's his job? (A biologist). T wants Ss to work in pairs and match the adjectives in the box with the pictures. T elicits the function of "very" and "really" and provides more examples. Ss listen to two conversations about Dr Egan and answer comprehension questions.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

Ss listen to the conversations again and complete the questions from the dialogues. T elicits and highlights the questions and how to answer them. She drills the questions chorally and individually. She highlights other useful words and phrases such as "flight/bus ride, local food/seafood/fast food, storm/snowstorm, heavy traffic".

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

Ss work in pairs and act out a dialogue about a trip. One of them asks questions and the other one answers his questions about the trip using the pictures from exercise 3. T monitors and writes down the common mistakes Ss make.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

T gives feedback on their performance, draws attention to some common mistakes and elicits the correct forms from the Ss.

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