melanie melanie

Plan a holiday
Intermediate level

Description

In this lesson students will practice their fluency in order to plan a holiday. First in their lead-in they will predict about what the teacher has done yesterday and going to do in the following week. Later they will listen to a recording to get a gist meaning of the text and get exposed to the structure they need to use in their speaking. Then they will have a speaking task in which they need to plan a holiday for a group of people. teacher can ask lots of ICQs in the lesson.

Materials

Abc course book P.132
Abc course book P.132
Abc course book P.128
Abc course book page 127
Abc power point
Abc course book page 59

Main Aims

  • To provide fluency speaking practice in a planning a holiday in the context of travel

Subsidiary Aims

  • To provide gist listening practice using a text about asking someone out in the context of making a prediction

Procedure

Warmer/Lead-in (2-5 minutes) • To set lesson context and engage students

T will show a picture of her activity yesterday and tomorrow and tell them what she has done yesterday and what she is going to do tomorrow. Then she will give students one minute to mingle and tell each other about their yesterday and tomorrow.

Exposure (5-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T shows the students the picture in page 59. and ask them to predict what is going to happen in the photos with their partner Then she gets the whole class feedback and writes down their sentences on the board. I think... She is going to ..... He is going to T asks CCQs about their answers - Are you 100% sure that this will happen? No - How can you tell? By guessing. T explains you can also use will. Later they can listen to the rcording and check their answers and predictions. T will writes down the correct answers by aliciting it from the students. picture A: `She is going to go over and talk to him. Picture B: `She is going to buy her dad a birthday present.`

Useful Language (5-10 minutes) • To highlight and clarify useful language with a productive task.

T gives students a piece of colored paper. the learners with the same color need to predict 5 things about that person using ideas in the box. They tell their predictions to their partner.(they don't need to change their seats) Before the task T will do a demonstration first and writes down the structure on the board. Melih is going to have a surgery tomorrow.

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

T shows the students a picture of a brochure and elicits information. What is this? Where can you find this? What information do you find in a brochure? T highlights the accomodation, activities and destination with giving some examples on the board. T will ask the students to read the instruction and ask ICQs: -Who do you work for? Travel agncy -What are you going to arrange? A holiday -How long is it? Two weeks -How many people are you arranging the holiday for? -What will you decide on? T writes down the answers of these questions on the board. In groups they talk about their arrangements and plan a holiday based on information given to them by the teacher.(pages 128-132)

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

T writes down good language plus students' errors on the board. T corrects the sentences by asking and eliciting from the students.

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