Charlene Charlene

TP 2
Elementary level

Description

In this lesson, students will practice talking about travel preferences.

Materials

Abc Zoom White Board
Abc Audio Track
Abc PPT

Main Aims

  • To provide fluency speaking practice in a conversation in the context of travel preferences.

Subsidiary Aims

  • To provide practice of language used for stating preferences in the context of travel

Procedure

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

-Show a picture of a fictitious person along with a blurb about this person's ideal holiday -Elicit answers about this person's likes and dislikes -Explain that by the end of the class, we will decide which student from the class would be the most compatible travel partner with the fictitious person

Exposure (4-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

-Ss listen to a dialogue between 2 people about their preferences while holidaying. -Elicit functional language that was heard in the listening. *What did she like? What did he like? How do you know? *What did the woman say when she agreed? *What did the man say when he disagreed?

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

-Present functional language and review some vocabulary -Vocabulary- sightseeing, local dishes, nightclub, camping, market -Show pictures and elicit possible sentences from the pictures. *Examples: Do you like...? Yes, I do./No, I don't. I like.. I don't like... I love... I hate...

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

-Demonstrate how to play "find someone who likes" (sightseeing, camping, going to the beach, going to a nightclub, shopping at a market) -Ss work in groups to fill table -Ss switch groups if needed. -FB- Ask what students learned. Ask who has things in common with the fictitious character. -Demonstrate Ranking activity about accommodations. -Ss rank accommodations independently -Students discuss their preferences in pairs -FB- Ask what students learned. Ask how they compare to the fictitious character. -Discussion Activity- -Ss independently work on questions -Ss discuss answers in pairs -FB- Ask what students learned. Ask how they compare to the fictitious character. Wrap up: Who would be the best travel partner for the fictitious character?

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

-Keep track of sentences with and without errors that Ss made in the break out room -Present sentences to students on the WB. -Elicit the errors found in the sentences; ask why those errors are incorrect

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