To provide fluency speaking practice in a conversation in the context of travel preferences.
To provide practice of language used for stating preferences in the context of travel
Procedure (41-51 minutes)
-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
-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?
-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...
-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?
-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