Kaylyn Waisbrot Kaylyn Waisbrot

TP 5 KW Lesson Plan
Upper Intermediate level


In this lesson, students will enjoy speaking about their desires and preferences in relation to travel. In class practice will include an opportunity to rearrange a list of words to create sentences (questions). These are the content questions they will be discussing. The type of questions , the second conditional, will provide the framework. Ss will be asked to provide some vocabulary regarding where they would go and what they would do while traveling. At each step, T will lead with examples. With the question structure in mind, and having clarity on some vocabulary options, they will be given 2 opportunities to share with their classmates in breakout sessions. The class will close with a feedback session.


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a breakout room conversations, answering questions in the context of traveling

Subsidiary Aims

  • To provide accuracy speaking practice in conversations with other Ss in the context of second conditional sentences


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

T will show slides to elicit the topic and to inspire the imagination and discussion around travel. With short discussion within the group, the short task will be explained and understanding clarified. Ss will be shown 2 questions and asked to note a 2-3 word response. Then they will be sent to break out rooms where they will share their answers with the other Ss.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

When class returns from breakout, a short reporting of their answers will segway into the content section. Next T will display a sentence on a slide with words randomly placed on the screen. T will explain that this is a question and the objective is to rearrange the words so that the question is clear. T will place the first words or two and see if any of the students want to contribute the words until it is complete. T will comment on an example of how to reply to such a question. Next T will show the next slide with again a scrambled sentence. Students will be given one minute to organize and type the sentence in the chat box. Then T will elicit from one student the full sentence and formulate the sentence on the slide. This is repeated with the second question. )These will be the 2 content discussion questions.

Useful Language (7-8 minutes) • To highlight and clarify useful language for coming productive tasks

After clarifying the questions, T will give an example of how she might answer the question using an appropriate "starting phrase". For example, "If I could go anywhere in the world, I might..." Then will ask 1 or 2 Ss to give a short answer but with a different start. The goal being to come up with 3-4 possible options. T will then display a slide with these types of phrases. Next T will ask Ss to think about 2 or 3 types of categories that might be travel goals. T will give an example. "travel in nature, travel to cities, travel to places with different cultures" T will elicit a reply from several Ss and note their vocabulary on a slide. Thus providing vocabulary to discuss their travel dreams. T will type into a whiteboard or slide, or depending on time display options.

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

T will then display, repeat and type into the chat box the first discussion question. Ss will be in breakout rooms and told to discuss their answers and to include why. One student will be asked to repeat the instruction for the breakout room activity. They will be told they have 6 minutes for the discussion. During discussion, T will enter each breakout room to support their expressing themselves and to gather information for the error correction at the end. Ss will be called back to the open classroom to share their answers. One volunteer from each group will summarize for the class. (2 min) T will then display the second question in the same manner and repeat the process.

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

T will note 3 or 4 sentences gathered from listening to the discussion and elicit and clarify corrections. T will thank Ss for their participation and close the session.

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