TP5
B2 level
Description
Main Aims

To enable the students to practice speaking in the context of their favorite trip.
Subsidiary Aims

To enable the students to use vocabulary related to trips.
Procedure (4555 minutes)
The teacher shows pictures of different places around the world. https://docs.google.com/presentation/d/1JPU1st05UrK0wNL9ow_hSB0JuMgy2pnGRyhGZV1QZn0/edit?usp=sharing (Slide 2) The teacher asks the students: "Can you name the places you see here?" The students share their ideas with the class. The teacher confirms the students' ideas.
The teacher shows the students some types of trip. https://docs.google.com/presentation/d/1JPU1st05UrK0wNL9ow_hSB0JuMgy2pnGRyhGZV1QZn0/edit?usp=sharing (Slide 3) The teacher asks one student: "Can you help me read the types of trip we have here?" The student reads the types of trip. The teacher asks the students: "What is the difference between a guided tour and traveling offthebeatentrack?" The students share their ideas with the class. The teacher confirms the students' ideas. The teacher asks the students: "Is it more common that people hire a tourist guide or that people go away from tourist routes?" "What do you think?" The students share their ideas with the class. The teacher confirms the students' ideas.
The teacher shows the students some vocabulary related to trips. https://docs.google.com/presentation/d/1JPU1st05UrK0wNL9ow_hSB0JuMgy2pnGRyhGZV1QZn0/edit?usp=sharing (Slide 4) The teacher asks one student: "Can you help me read the vocabulary we have here?" The student reads the vocabulary out loud. The teacher asks the students: "What does 'take off' mean in this context of traveling?" The students share their ideas with the class. The teacher confirms the students' ideas. The teacher asks the students: "What is the difference between a 'roundtrip ticket' and a 'oneway ticket'?" The students share their ideas with the class. The teacher confirms the students' ideas.
The teacher shows the students some questions about their favorite trip. https://docs.google.com/presentation/d/1JPU1st05UrK0wNL9ow_hSB0JuMgy2pnGRyhGZV1QZn0/edit?usp=sharing (Slide 5) The teacher asks one student: "Can you help me read the questions we have here?" The student reads the questions out loud. The teacher tells the students: "You have 3 minutes to, individually, write down some of the things you would like to share." "Once you finish, I will send you to Breakout Rooms so that you can share your answers with your group." Individually, the students write down their answers. After the three minutes, the teacher tells the students: "I will send you to Breakout Rooms and you have 10 minutes to interact with your group and talk about what you wrote down." The teacher goes from room to room to monitor the speaking task and write down some notes about the language the students are using.
The teacher asks some of the students: "What did your partners share with you?" Those students share what they talked about with their group. After hearing the students, the teacher points out, on a slide, certain mistakes the students made during the speaking task. The teacher elicits the correct use of the corresponding language from the students, asking: "Is this correct?" "How do you say it correctly?" https://docs.google.com/presentation/d/1JPU1st05UrK0wNL9ow_hSB0JuMgy2pnGRyhGZV1QZn0/edit?usp=sharing (Slides 6 and 7)