Tatiana Tatiana

TP5 LP_Tatiana Celis
Elementary level


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a conversation in the context of things you do on holidays

Subsidiary Aims

  • To introduce and provide practice of new vocabulary in the context of things you do on holidays


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Ask students: What do you do on the weekends? I will use google jam board to ask this question and provide visual supports for different activities the students may do on the weekends.

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

Gist task: Ask students to read the text quickly (45 seconds) Ask ICQ: are you reading slowly or quickly? I will ask students to choose what the text is about from multiple choice. Google jam board will be used. Ask one or two students to provide their answer: check with the class

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

I will highlight an example of the target language for students in the text. I will then elicit other examples of the target language from Ss by asking them about other activities in the text that the speakers do on holidays. I will verify Meaning by providing a google form for students to use to match the picture with the correct multiple choice meaning relating to the picture. I will model an example for the students and ask them to work on the following 3 questions in BOR with their partner. I will use google jam board with visual supports to elicit understanding and discovery of the form, pronunciation, and appropriacy of the target language.

Productive Task(s) (16-20 minutes) • To provide an opportunity to practice target productive skills

The students will get into groups and discuss what they like to do on holidays with their partners in BOR. The students will switch partners halfway through. I will provide students with questions to ask their partners and the language needed to elicit speaking fluency. an example is: I like to have a (picnic, good time) when I travel I rent a (car, boat, bike) I go to (museums, restaurants, the beach)

Feedback and Error Correction (8-9 minutes) • To provide feedback on students' production and use of language

While students are in the BOR engaging in the productive task, I will monitor and make notes for DEC During Feedback and Error Correction I will highlight the use of good language and give praise to the students. I will also make notes of language that needs to be corrected and elicit student output for the corrections. I will elicit reformulation where applicable.

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