Aeneas Murray Aeneas Murray

Pre-Intermediate level


In this lesson, students are introduced and practice speaking for fluency in the context of talking about holidays. The lesson starts with a lead-in to do with recent holidays. This is followed by Preparation, first off by language prep where students cover Meaning, Form and Pronunciation then Content preparation which involves modelling sentences, eliciting and pairs exercise where the students will use the TL in pairs. Finally, the Ss will do a role play where Students A will play the role of a travel agent asking what types of holiday he/she would like and Students B planning a last minute holiday before the class decide which holiday seems the most interesting. In conclusion, there will be feedback based on the monitoring task.


Main Aims

  • To introduce and provide practice of speaking for fluency in the context of talking about holidays.

Subsidiary Aims

  • To provide practice in the context of Holidays developing functional language on how to ask about holidays and telling people about your holiday.


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

I'll start by giving a quick anecdote about my last holiday to Puerto Escondido, Oaxaca last December and the students will do likewise. I've used a google document for this exercise '' and the exercise will be carried out in breakout rooms.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

I'll cover Meaning, Form, Pronunciation and Appropriacy with marker sentences. I'll explain meaning by using visual aids and contextualising the language, form by eliciting grammar and pronunciation by drilling. Google slides: Furthermore, I'll use the following CCQs if necessary: Asking about holidays Where/ When would you like to go? CCQ: Am I asking if you’d like to go to a location, yes or no? (Yes) Am I asking if you have a time when you’d like to go, yes or no? (Yes) Asking about holidays How long are you planning to go away for? CCQ: Is this event for the past or future? (Future) Will there be a start and end date, yes or no? (Yes) Talking about what you’d like I’d rather go to … because… CCQ: Am I comparing one with another, yes or no? (Yes) Do I like one more than another, yes or no? (Yes) Telling people about your holiday We chose this holiday because… CCQ: Was there more than one holiday to choose, yes or no? (Yes) Did we make a choice, yes or no? (Yes)

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

I'll handle the content preparation by modelling (Think aloud!) and using visual realia, before eliciting from some of the students (fishbowl activity) their own personal answers and then get them to practice the TL in pairs. Whilst eliciting I'll further practice their pronunciation. The necessary slides will be below the MFPA slides:

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

The students will do sections 1 and 2 from the New Cutting Edge. Pre-Intermediate exercise book. 15 minutes for section 1 and 5 minutes for section 2. They'll be working in pairs students A and students B, students A will be playing the role of a travel agent and be using vocabulary from Useful Language section A and students B will be planning a list minute holiday using section B from Useful Language. Later on, in different groups the students will be telling one another about the holidays they would have planned and the students will decide which one sounds the most interesting. I've chosen this exercise because the language would have been covered in the exposure and useful language sections, the adverts in the left hand column have been made appropriate for a pre-intermediate level and the simple use of instructions. (

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

I'll gather the responses from the speaking production task, review the TL from the exposure and useful language sections and correct any mistakes (misunderstandings) with regards to sentence structure or comprehension on top of informing the students of any gaps of knowledge.

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