Emilio Emilio

TP 5 Speaking
Intermediate level

Description

In this lesson, students will practice discussing the different options when creating an adventurous vacation package.

Materials

Abc Google Form
Abc Pasteboard

Main Aims

  • To provide fluency speaking practice in a discussion in the context of selecting the best option for an adventure vacation package.

Subsidiary Aims

  • To provide fluency speaking practice in a presentation in the context of about the results of a discussion

Procedure

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

T will start the class by presenting slide 1 on Jamboard (https://jamboard.google.com/d/14H4_NrRCo1c3CfongGh1K5Y7C0EZqofiS1BzvsjdeI4/edit?usp=sharing) and asking students: "What type of vacation do you prefer?" Exciting or Quiet and Relaxing?". T will express his opinion as a model and the send students into Break Out Rooms to discuss with their classmates. T will monitor interactions and gather language for Feedback or DEC.

Content Preparation (8-10 minutes) • To allow students to prepare their ideas before the speaking activity.

T. will show slide 2 on Jamboard and ask Ss what would make the perfect adventure vacation for them. T will direct students attention to 4 key aspects (Location, activities, facilities and costs) and ask students to consider these aspects when thinking of their perfect adventure vacation. T will send Ss to breakout rooms and monitor their interactions.

Useful Language (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

Part 1 T will present slide 3 on Jamboard and call Ss students attention to the blue words in the first sentence. T will ask Ss if the market tour is an exciting adventure activity. Ss should say no. T will direct students to the text in read, meaning that they disagree with the proposition. T will ask Ss if a package being "cheaper" is a good or a bad thing? Ss answers may vary, but they should say yes. T will direct students attention to the text in green, showing them how to agree with the statement. T will direct Ss attention to the third phrase and will a similar exercise, showing students how to agree or disagree with the different statements. Part 2 T will direct students attention to the sentences, emphasizing the words in blue. T will ask the following questions per item. Go over budget: Is this good? No. Why? Ss should reply something about not having enough money. Can't afford: Can we pay for this? No. Why? It is too expensive. Exciting: Is this a positive adjective? Yes. Dull. Is this a negative adjective? Yes. Reasonably priced: Is this a good price? Yes. Is this cheap? Not necessarily. It is good value for the money.

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

T will show slide 5 on the jamboard. T will tell students they will work in teams to create the perfect vacation package by discussing what are the best activities. T will specify they have a budget of 150 euros. T will share the options for the vacation packages with the students via Pasteboard. T will ask the following ICQs. Can you use more than 150 euros? No. How many activities do you have to select? As many as the budget allows. Is the vacation supposed to be relaxing or exciting? Exciting. Do you have to prepare a presentations? If there is time. T will send students to break out rooms and monitor their performance. After 8 minutes. Ss will return and T will ask if they decided on the activities to check for any problems. T will assign new couples. Ss will be sent to break out rooms once more while the teacher monitors. If time allows, Ss will share their presentation with the rest of the class.

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

T will provide feedback on students' language, both on the positive, as well as delayed error correction.

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