Ayla Chavez-Tafur Ayla Chavez-Tafur

Writing about your dream vacation
Upper-Intermediate level


In this lesson, the students will write a blog entry about their last holiday. They will use all of the vocabulary and expressions that have been seen throughout the previous classes to help them create their texts.


Main Aims

  • To provide process to write a text about your last vacation

Subsidiary Aims

  • To provide recycled vocabulary


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

During the lead-in I'm going to show a picture of three destinations, the students are going to go to breakout rooms and discuss the following questions: 1. Which one would be your dream vacation destination? Why? 2. Which one would be your least favorite place to go? Why? 3. Are there any similar destinations in Mexico? They will have two minutes to discuss and then return to the main session and a few of them will share.

Pre-writing (12-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

I will have a text on jamboard about My dream vacation. I will have the students go back into break out rooms and read the text quickly. Then in groups s, they will match the right heading to the text. I will bring them back to the main session to discuss the answers quickly. The Headings will be: My last holiday My dream Holiday My Worst Holiday I will show them the following categories with pictures: Transport: Car, Airplane, Train, Boat Activities: Swimming, Shopping, Dining Out, Sightseeing Adjectives: Fun, Boring, Long, Short, Budget, Luxurious, Expensive, Adventure Accommodation: Air Bnb, hotel, friends house I will note that they can mention some of them in their writings. Then I will show them another slide and show them the parts of a text: Title Beginning Middle End Text My last holiday My last holiday was a five-day trip to Prague in the Czech Republic. I know Prague well because I lived there when I was at university, more than ten years ago. Instead of staying in a hotel, I stayed with one of my old friends. It was so much fun, and a little bit like my old life. I wanted to do all the same things I did in my university days, so I visited the university. It has changed a lot and looks more modern. I also went to the supermarket near my old house. I loved seeing all the different foods. I was really happy to find my favorite cheese and chocolate biscuits but they were a bit more expensive than I remember! We did some touristy things too. We walked up beautiful Petrin Hill and around the castle. The views of the city are amazing up there. We walked across the historic Charles Bridge. My friend's flat is very near the TV Tower so we saw the famous baby statues climbing up it. Those things haven't changed, of course Then I will remind them of the grammar they can use: Past Tense Pronoun + regular verb + ed + complement I traveled all night. Pronoun + irregular verb + complement I ate delicious food. Pronoun + didn't + verb infinitive + complement I didn’t visit any museums. Superlatives To be + the +adjective+ est +complement (short) Skiing was +the + scariest activity I did. To Be + the + most + adjective + complement (long) El Bulli was the most expensive restaurant we went to. Comparatives To be + adjective+ er + than +complement (short) My trip was shorter than + hers. To Be + more + adjective + than + complement (long) Paris was more expensive than Johannesburg. Recommendations would recommend + this + noun+ I’d recommend this experience to my family. If the verb ends with the sound f, k, p, s, ʃ, tʃ, or θ, pronounce the past tense ending as t. If the verb ends with the sound b, dʒ, ʒ, g, j, l, m, n, ŋ, ð, r, v, w, z, or any vowel sound, pronounce the past tense ending as d. If the verb ends with the sound t or d, pronounce the past tense ending as ɪd.

Writing Task (12-15 minutes) • To highlight and clarify useful language for coming productive tasks

The students have already seen vocabulary on how they can write their texts and have seen a model text, useful grammar, and vocabulary that they can add to it. I will explain to the students how the writing portion will be on nearpod. They will have 12 minutes to write. I will show them a five star ranking they will be writing for. They must include the following to get five stars: Beginning Middle End Adjectives Would they recommend it I will make sure to monitor the students and write them private messages asking them if they need any help.

Feedback and DEC (3-6 minutes) • To provide a proper feedback to the students.

After the students have posted their work to nearpod, I will ask them to grade their classmate's work with a five-star rating. If the text has followed all of the criteria they will get the according stars. I will comment on some of the student's mistakes on a jamboard, and talk about them, in general, I will focus on first on the content of the writings and then the language and corrections.

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