Copy of Describe good and bad travel experiences
To provide clarification and practice new lexis for describing bad and good travel experiences.
To provide gist and detailed information listening practice using four conversation about describing bad and good travel experiences
To provide fluency speaking practice in a conversation in the context of describing bad and good travel experiences.
To provide review of the past simple tense to explain about their past activities and experiences in the context of d
Procedure (24-30 minutes)
Say "on the last summer for vacation, I went to Rasht I had a great time there. It was a (try to elicit the word fantastic or amazing or terrific or wonderful from Ss; but if they couldn't say) fantastic vacation. One day I went out to buy a pair of shoes (try to elicit the sentence by showing a flash card showing me ready to go outside and thinking shoes). The weather was sunny and clean (try to elicit the words by showing a flash card showing a sunny and beautiful weather), it was amazing. Such a wonderful day for shopping. I went to a shoe store (try to elicit the name of the store from students by showing me in a shoe store). The salesperson was a great person, he answered all my question with a smile. He was (show a flash card of the salesperson smiling and try to elicit the words friendly and warm from Ss by gesturing and mime; but if they couldn't answer) warm and friendly. I chose a pair of shoe but when I wanted to pay, (can you guess what happened? ) there was no wallet in my bag. (ask Ss what do you think happened to my wallet? trying to elicit the sentences "you lost it and someone stole your wallet"). The salesperson said maybe you lost your wallet or maybe someone stole it (show a flash card someone stilling something). I was shocked (gesture). No! I went outside to look for my wallet. All of a sudden the salesperson called me and said (ask Ss what do you think he said; try to elicit the sentence he found your wallet). He said it was on the ground and he returned it to me (try to elicit the sentence by showing a flash card which includes the salesperson returning my wallet to me). After that I was really hungry so I went to a restaurant (try to elicit the sentence by showing a flash card of a restaurant). The waiter didn't answer my questions properly. He was cold and unfriendly. (try to elicit the words by gesture and flash card). I ordered kebab. After a long time they brought my food. I started eating but It was (try to elicit the words by miming and gesture; if they couldn't answer) a terrible, horrible food. It was an awful kebab. That was strange because Rasht is famous for its terrific kebabs. I came back but I was still hungry.
Show a matching activity which contains some pictures of those new lexis and the sentences related to the pictures. Ask Ss to write the related sentence under each picture.Tell them they have 1 minute. We do one of the matching practices (demonstration) and then ICQ the activity. 1. Are you going to work alone or two by two? alone. 2. Are you going to write some sentences from our self or use the ones in the worksheet? 3. How much time do you have?1 minute. T monitors and help Ss if they have any problem. When they are finished; T asks each group to tell the right sentence for each picture. One by one we write the sentences on the board. T CCQs the meaning of each new lexis.T elicits the pronunciation for each sentence and then asks Ss to repeat each sentence (drill). when this stage is finished T asks Ss to tell which one of the sentences are good experiences and which one of them are bad ones.
T shows a worksheet which contains 4 question with 2 options for answer asking about main ideas of the listening. T explains that Ss need to read the question and the answers and be prepared for the listening part, T explains to Ss that they don't need to listen to every detail; they just need to listen if the people had a good experience or a bad experience. T explains that they're going to listen to four conversation and then answer the questions. T hands over the worksheet. Ss read the questions and T plays the conversation. T monitors unobtrusively and sitting down. When the listening is finished T asks Ss if they want to listen it again. If they want to listen it again teacher play it one more time if not T asks Ss to answer the questions. T monitors and help students if they had any problem. Then T puts Ss in pairs and ask them to check their answer with each other. At the end Teacher asks Ss to check their answers with some students which their answers are correct.
T shows another activity which contains some detailed questions about the conversation in the listening and explains to Ss that they are going to read these questions. Say ' you don't need to listen to each conversation carefully and find the details which are in the activity. T hands over the worksheets to students. Students read the questions. T plays the listening. T asks students if they need to listen to it again. T answers to one of the question for demonstration. Then Ss do the activity.T monitors and checks if they have any problems. T pairs Ss and asked them to check their answers with each other. Then T shows the answer on a power point file so Ss can check if they're right or not.
T puts students in pair groups. One of them is a travel agent. (ask if they know who a travel agent is; if they don't know teach the word), and one of them is a tourist. (ask if they know who a tourist is; if they don't know teach the word). T says ' you are a travel agent and you are a tourist. you are going to call him/her and ask about his/her travel experiences and you have 3 minutes.' CCQ: Are you going to interview or make a phone call? phone call how much time do you have? 3 minutes T asks Ss to stand up and back to back make a phone call conversation. T walks around and monitors and takes notes of their errors. The error correction is delayed. When Ss are finished T asks some of the Ss to perform their conversations. Then T points out to some good languages she heard and writes some of them on board and then writes errors on board. Then T points out which parts are incorrect and elicits the right form from Ss and asked them to come and correct the errors. Then elicit the right pronunciation and gives some drill on them.