Amy Hanridge Amy Hanridge

TP5 LP_Amy Hanridge
Elementary level


In this lesson, students will practice their speaking skills by asking questions of their peers about vacations and answer questions of peers about vacations. The lesson will begin with lead-in questions about recent vacations that will introduce the topic of the lesson. Then, students will read a short text conversation about a vacation. The text will include some target language in the form of questions. Next, students will work through Meaning, Form, and Pronunciation of the questions. The students will have significant time in the lesson to practice using the target language in a speaking activity with multiple peers. The teacher will close the lesson with feedback.


Main Aims

  • To introduce and provide fluency speaking practice in conversations in the context of vacations.

Subsidiary Aims

  • To provide an opportunity to improve reading skills, such as reading for gist.
  • To provide an opportunity to practice listening skills by listening to peers’ descriptions and experiences.


Lead-in (3-4 minutes) • To set lesson context and engage students

Ask Ss: What is this? This is what? (This is a question.) "When did you last go on vacation and what did you do?" (Ask Ss by name) "Thank you. You have 2 minutes to tell your partner WHY you went where you did on your last vacation." FOR EXAMPLE, in my case, I went to Washington, D.C. to visit my niece. How much time do you have? 3 minutes or 2 minutes? (2 minutes) AFTER 2 MINUTES-- "So, Student, why did you choose that place?" Okay, Good!

Content Preparation (6-7 minutes) • To provide a model of production expected in coming tasks through reading

"This is a TEXT. Can you see my screen? What is the first person's name?" (Jessica) "And...?" (Andy) Read for ONE MINUTE and answer the FIRST QUESTION. "Do you need to read quickly or slowly?" (quickly) "For the general idea or for specifics?" (General idea) Do this INDIVIDUALLY and DO NOT click SUBMIT. AFTER 1 MINUTE.... "Put your answer in the chat box - What are they talking about?" (Check all Students have answered.) "Okay. Great!"

Useful Language/Language Preparation (6-7 minutes) • To highlight and clarify useful language for coming productive tasks

"Now, select the correct meanings of these EXPRESSIONS." "I'LL START" (DEMONSTRATE FIRST ONE) You will answer in Breakout rooms in PAIRS for 2 minutes! --Is this a different conversation, or the same one? (same) --How much time will you have? (2 minutes) AFTER TWO MINUTES-- "Please tell me about item number 2. - "Yes, correct." (Do the same for items 3, 4, and 5) NOW PLEASE VIEW MY GOOGLE SLIDES... FORM OF QUESTIONS-- --Questions beginning with “What,” or “Where,” or “When”-- Can we answer with “Yes” or “No”? (no) Questions beginning with “Did” -- Can we answer with “Yes” or “No”? (yes) --Can we say... “Did you last when go?” (no) Put this in the correct order, please (When did you last go?) PRONUNCIATION --"Listen to me. What words am I stressing?" When did you last go…? (when, last, go) Did you have a good time? (have, good, time) --Drill -- "Repeat after me"-- dɪdjʊ (linking between "did" and "you" and the weak form of "you;" dɪdjʊ) When did you last go…? wɛn dɪd jʊ læst goʊ Did you have a good time? dɪd jʊ həv ə gʊd taɪm

Productive Task(s) (20-21 minutes) • To provide an opportunity to practice target productive skills

"Remind me, please: The people were talking about what?" (Andy's vacation) "Did Andy enjoy his vacation?" (yes) Now YOU will have opportunities to talk about a vacation YOU enjoyed; your FAVORITE vacation! ASK YOUR PARTNERS WHAT THEY DID ON THEIR FAVORITE VACATION. You will have 5 minutes. After 5 minutes, I'll put you in different breakout rooms. LET ME SERVE AS AN EXAMPLE...STUDENT, WILL YOU PLEASE ASK ME... (Briefly answer after the student asks me what I did on my favorite vacation.) "Do you need to stay in this main Zoom room? (no) After 5 minutes, add a written comment to all in breakout rooms: Get ready to talk to another peer! Do the same after the 2nd 5 minutes. Monitor breakout rooms. If students are quiet, say "So, Student, what did you do on your favorite vacation? Talk to your Peer."

Content and Language Feedback (6-7 minutes) • To provide feedback on students' production and use of language

"Student, you said.... Can you please tell us why that was your favorite?" Thank you. I will nominate some students from different pairs to summarize their conversations. Delayed Error Correction I will write on the final Google Slide as I share my screen some of the expressions used by the students during the discussion and they will have to find out and correct the mistakes in those. I will emphasize the target language of forming questions about vacations.

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