Cutting Edge (Module 3 p.32& 33) Speaking part
To provide fluency speaking practice in a conversation in the context of designing a travel.
To provide practice and clarifications on how to give recommendations, descriptions and responses to the previous in the context of designing a travel
Procedure (28-40 minutes)
Show the Ss a picture of me in Lebanon. Ask students “Where do you think this picture was?. Tell them about the picture in brief and how this tour was designed. It was designed by the hotel from the first day I reached, they have planned for me every day's visits and hang outs till the last day of my stay. It was seven days. I spent 3 days visiting famous places in Lebanon as Jeita Grotto, balbak temple, Harrisa churches, Harrisa telefrik, Rouche sea rock, Beit Eddin. Then, I spent 2 days going to Elferaya, learning to skate there, and the last day I spend it walking on Corniche Beirut.
Make the students listen to an audio about design tours. Distribute the material on the students to set their expectations about the listening extract as well as the background information of the characters in the audio. Instructions: Read the exercise first, listen to the audio and take notes for the answers required. Monitor students to check their mistakes to clarify it in the useful language stage. Provide students with key answers.
Provide the students with the expressions required for the pair work conversation. Provide them with the required kinds of information to set the outline of such tour. Distribute the material on the students. Instructions: Read the required pattern to design your tour and you have 2 min. to prepare it.
Instructions: Students explain in pair their different tour s to each other, answering each other’s questions. Demonstrate the task through open pairs to correct every mistake on the spot before they perform the task independently. Make every student tell his partner about the design he has made for such a tour, and all its details according to the pattern set and the useful language clarified.
Take notes about Ss mistakes that need clarification and their good points to give effective feedback, without interrupting their flow of speech. Ask students to stop the activity and start explaining mistakes and giving feedback on every good and bad.