To practice speaking for fluency in the context of talking about places
To introduce and practice four new lexical items that are useful when talking about places
To practice listening for gist in the context of a recording about New Zealand
Procedure (38-49 minutes)
<https://docs.google.com/presentation/d/1EEgkUd8mg5_ZwBbEtjQKeoG-mW3op8TiI50BAOLa0tA/edit> - Introduce the topic as a speaking lesson where we'll listen and talk about places. - Ask Ss to talk in pairs for 2 minutes about 2 questions: 1. What is one place you want to visit? 2. Why are you interested in visiting? - Give example: I want to visit Mexico City because I hear there are many interesting things to see. - OCFB: Ask a couple Ss for examples of what they shared. Tell other Ss we'll come back to share more of our ideas later.
- Show images of New Zealand. Ask if anyone chose NZ as their place to talk about. - Send Ss link to gist task <https://forms.gle/qy38Unc4towoxnFt9>. - Ask them to listen to an audio track about NZ and select the correct title. - Give 1 minute to check answers in pairs. - If needed, play audio again. - OCFB: Look over answers together and share the correct answer.
Show 4 lexis items from the audio, and cover aspects of MFP for each. 1. "It’s southeast of Australia" - Write alternatives prepositions "from" and "to" on a whiteboard (replacing "of") and elicit whether they're also correct (No). - Show the structure "It’s north/south/east/west of …" next to the original sentence. 2. "When people think of New Zealand, they think of the Lord of the Rings" - Elicit what TLOTR is (movie with hobbits, etc.). - Ask Ss if they know another way to say the same thing. If they struggle, give hint on whiteboard: "New Zealand is ______ for …". Answer: "NZ is famous/known for …". - Underline constants (When people think of, they think of) and variables (New Zealand, the Lord of the Rings), and elicit what parts of the sentence can change. - Show the structure "When people think of …, they think of …" next to the original sentence. - Model and drill pronunciation and stress: "people" /ˈpi.pəl/, "think of" with catenation /θɪŋ kʌv/. 3. "The climate is very pleasant" - CCQs: - Is the weather often raining or cold? (No) - Is the weather usually very hot? (No) - What's another word for pleasant? (Nice, enjoyable, etc.) - Is the climate the weather today or in general? (In general) - Show the structure "The climate is very warm/cold/dry/humid" next to the original sentence. - Model and drill pronunciation. /ˈklaɪ.mət/, /ˈver.i/, /ˈplez.ənt/ 4. "It’s a good place for skiing" - Model and drill pronunciation. - Show the structure "It’s a good place for …-ing" next to the original sentence. On a slide, show the four phrases grouped by questions they might be in response to: Q: Where is … ? - It’s north/south/east/west of … Q: What’s … famous/known for? - When people think of …, they think of … - It’s a good place for …-ing - The climate is very warm/cold/dry/humid Send Ss a link to this sheet of phrases for reference during the following speaking activity. <https://jamboard.google.com/d/17g7ETP30yfqWaZ5k2R48VrdGVVBWVvhwyi792hbWZIY/edit>
- Give Ss 1-2 minutes to think about a place they lived or visited, and write/type details about where it is, what they liked about it, and what it's known for. - Give example using learned phrases: I visited Tokyo last year. It’s in Japan, which is east of China. When people think of Tokyo, they think of tall buildings, cherry blossoms, …. - Ask Ss to talk in pairs for 5 minutes about places they lived or visited (asking each other about places, explaining where the places are, and describing interesting details). - Encourage Ss to use the phrases they learned in their questions and replies. - Tell Ss that at the end we will talk about the same place again but with a new partner, to get more practice. - Use ICQS and call on Ss by name: - What will you discuss? (Places we've lived/visited, etc.) - Does it need to be where you live now? (No) - How many minutes do you have with each partner? (5) - Will you discuss the same place or a different place when you talk to new Ss? (Same) - Split Ss into breakout rooms, then repeat with different peers at least once (twice if time permits). - Monitor conversations in breakout rooms to gather material for DEC.
- Compliment Ss on interesting conversations. - Ask a couple Ss to share what they learned from their peers. Use to gather more material for DEC. - Write a few examples of good, incorrect, and upgradeable speech on the whiteboard. Include issues with lexis and pronunciation/stress; try to focus less on grammar. - Ask Ss whether good examples are correct. Elicit corrections and reformulations to more natural speech. Call on Ss by name to help with each example.