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Travel Lesson
Upper Intermediate B2 level

Description

In this lesson, students will read a text on travel and practice persuasive language (functional language) in the context of traveling to Thailand. By the end of the class, students will have persuaded their peers into choosing a specific city in Thailand to travel to.

Materials

Abc Benefits of Taking a Vacation Text
Abc Vocab Matching
Abc Chiang Mai Travel Sheet
Abc Skim & Scan HO
Abc Phi Phi Travel Info. Sheet

Main Aims

  • To provide gist and detailed reading practice using a text about the benefits of taking vacation in the context of traveling to Thailand

Subsidiary Aims

  • To provide practice of language used for persuasive speech in the context of choosing a vacation location

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

PPT Slide 1 [beach sounds] "Close your eyes." -Where are we? -What are we doing? -When was your last holiday? -Where did you go?

Pre-Reading/Listening (5-7 minutes) • To prepare students for the text and make it accessible

a)"What are some adjectives you would use to describe a vacation/holiday?" - Elicit the language from Ss before giving HO b)Instructions: "Here are some words that describe holidays. Work in pairs and match the word with the definition." FB: write AK on WB/ DRILL PRONUNCIATION c)"Your friend is a workaholic, they need a vacation. What would you say to them to convince them to take a holiday?" (Think about the vocab you just learned) - Elicit functional language form Ss and note on WB

While-Reading/Listening #1 (3-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T will give Ss skim/scan HO "Are you unfolding the paper?" No. "In a second I'm going to give you a text about the benefit of taking a vacation. Individually, read the article quickly and answer the question (chesting HO). You have 3 minutes." ICQ: Are you reading fast or slow? Fast. Are you doing the whole HO? No. Are you writing a sentence to answer the first question? Yes. FB: Elicit the main idea of the article from the class

While-Reading/Listening #2 (5-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T will instruct Ss to unfold/flip over the HO. "This time, take longer to read the text and answer the T/F questions. Once your finished, check your answers with a partner." FB: T will elicit answers from Ss. If a question is false, T will ask Ss to explain why.

Post-Reading/Listening (15-22 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

"Since you've all been working so hard, I've decided that we are taking a holiday. (PPT 2) We are going to Thailand! Here's the thing, we only have the time and money to visit one city. - Your job is decide which city we are going to: You all have to agree in order for us to go - HOs: One partner will have a green paper, the other will have a blue paper. Convince your partner that the city on your paper is the best option using the information on your sheet." ICQ: Are you showing your partner your paper? No. Pyramid Scheme: (coming to an agreement using persuasive language) (21 Ss?) Int. Pattern 1: 9 groups of 2, 1 group of 3 Int. Pattern 2: combine groups of 2 into groups of 4 Int. Pattern 3: split class into two groups based on side of the room Int. Pattern 4: WC must agree (1 student write decision on WB) FB: While Ss speak, T will listen for errors and address them at the very end of lesson (error correction)

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