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Materials

Abc Handouts

Main Aims

  • To provide accuracy speaking practice in Discussing the different ways of thinking between men and women in the context of Getting travel information

Subsidiary Aims

  • To provide accuracy speaking practice in a prononciation of the words they may not be famillair with in the context of travel planning

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Ask the students what's the job of a travel agent, and if they have ever used one. Gather some answers. Ask the students to discuss in pairs other possible travel planning services. Conduct FB by asking some of the ss to talk about do they prefer seeking travel agent services, or online booking.

Exposure (8-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

- Allow the students 5 min to work in pairs and describe the content of the photos and talk about the difference between the two services. ICQ: Are you going to work alone? No Do you have 5 min to work? Yes Then take 10 min to compare and discuss their answers to the entire class. Conduct a whole class feed back.

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

Divide the class into pairs, and ask them to make a list of advantages/disadvantages. (Draw a list on the board to illustrate how they should work on this exercise). Give 3-4 min of work, then ask for a feedback. Get the students to peer check and compare their answers

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

Divide your class into mixed gender groups and ask them to discuss and debate their ideas. Make sure that all the students are participating and everyone of them feels included in their group. Try not to talk much, and provide help only when it's necessary. Give students 5 min to talk and 5 min to express their feedback. Address the entire class and encourage them to work individually on the last exercise. Elicit feedback to know how each one of your students think. ICQ: Are you going to answer in group? No. Do you have to talk about your own experience? Yes.

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

Finish the class with delayed error-corrections if necessary

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