To provide review and practice in the context of houseswap
To provide product writing practice of an advertisement in the context of houseswap
To provide gist listening practice using a text describing a flat in the context of houseswap advert
To provide fluency speaking practice in an interview activity in the context of houseswap advert
Procedure (38-47 minutes)
Elicit Ss to predict what a flat is like in Taiwan for houseswap and discuss it in open class. Monitor aside. FB- WC
Write some prompt words on the w/b, then read the text at a fairly natural speed. Ss listen to the text. Ask Ss to share what they heard in open class in 2 min. Monitor aside. Read the text again and this time Ss write down the important words. Monitor and check Ss' listening from what they've written. Put Ss into groups of 3 or 4 together, sharing their info. Nominate a less talktive S in each group to be the secretary and each group tries to write a complete text as mine. Monitor in distance and take notes from the Ss' errors. Give the origianl text and get them to notice the similarities and differences.
Elicit - Ss say the useful sentences from what they've learnt in the previous lesson. e.g. It's a bittle noisy, but it's beautiful. Encourage and nominate the less talkative Ss to participate more in the discussion. Monitor but help where necessary.
Model and drill the useful language chorraly and individually. Give Ss a handout with some useful language mentioned before and ask them to write their own houseswap advert. Monitor and help if Ss needs it, but discourage Ss to use L1+L2 dictionary.
Elicit Ss to think and talk about some useful language in questions and some possible answers. Tell Ss they are going to have a housesawp hunt through the interview with at least three classmates in 3-4 mins. Mingle and talk to other Ss then decide who to swap the house with. Give Ss HO2. Remind Ss to use L2 before starting the task. Monitor and note down some errors. FB - WC share their decisions of houseswap.
Write down some incorrect sentences on the w/b and elicit Ss to have peer correction before teacher correction.