New lesson plan: Practise using be going to in the context of planning a holiday in the future.

Nisha

Practise using be going to in the context of planning a holiday in the future. - Elementary level

Practise using be going to in the context of planning a holiday in the future.
Elementary level

Description

In this lesson, ss will read a travel blog, learn and practice using verbs in the context of holiday. They will finally learn practical use of various common aspects of formal vs informal written register in English, in the context of writing a formal email/letter, and give practice in using these forms in writing, in a formal and functional context.

Materials

No materials added to this plan yet.

Main Aims

To provide deduction and inference reading practice using a text about a travel blog and familiarizing ss in the use of verbs in the context of holidays

Subsidiary Aims

To provide process writing practice of a formal email in the context of holiday planning and give practice in using these forms in writing, in a formal and functional context.

Procedure (75-105 minutes)

Warmer/Lead-in (10-15 minutes) • To set lesson context and engage students

Show examples of blogs- travel, food, fashion etc.Elicit the meaning of blog from the ss- Is it formal/ informal? informal Can the reader ask questions/ post comments? yes Why do people read other people's blogs? to get information or ideas. Vocabulary: apartment, crepes, bar, Opera, journalist, incredibly,surreal

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

Pair ss. Focus on the blog. Ask ss to read the blog in pair.( 2 mins) Ask as an open group- Did the journalist have a good time? Yes, he did. Now ask ss to read the blog again and tick the things in ex 4b that were a problem for the journalist.( 1,2 and 5.) Elicit answers as an open group. Elicit meaning of the highlighted phrases from the blog. Use a flipchart and ask ss to make sentences using these phrases.

Useful Language (15-25 minutes) • To highlight and clarify useful language for coming productive tasks

Regroup students. Ask them to complete exercise 5a as a group. Check answers and again elicit examples from the ss . Introduce holiday planning to the class. Have you been on a holiday with family/ friends? How did you decide where you wanted to go? Did you discuss with each other? How? Elicit questions in the box. Was this a formal or informal discussion? Informal. Pair students.Use the questions/phrases we just practiced and plan a holiday with your partner. You plan should answer the questions in 5b. Demonstrate with a strong ss to clarify the task and expectation. Monitor and make notes while the ss are speaking. Once the ss have finished planning, change their partners. Ask them to talk about their plans with their new partners. Monitor and make notes. Nominate a few students to come up and share their partner's plans in front of the class. Feedback and error correction as an open group.

Productive Task(s) (30-40 minutes) • To provide an opportunity to practice target productive skills

Introduce formal emailing. Show an advertisement promoting a travel destination. Show an email booking as an example. Highlight these words: about, confirm, Dear, double/ single, from, hope, Regards, reservation, would, could. Ask ss to write an email. Their mail should answer these questions: How many people will be travelling? How many nights will they be staying? How many rooms will they need? Ask a question starting with is there/ Are there.... Highlight the rules in the box on pg115 Ask ss to display their emails around the class once the task is completed, if time permits or check and correct errors. If time is a limitation, ask ss to complete this task as hw and exercise 2 a and b (pg 65) and 5 (pg 66) as hw.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Feedback and correct errors