For my warmer, I will show the class a presentation of a holiday I had recently gone to. I incorporated a lot of the vocabulary that the students will be leaning today as well as the language such as (walking, swimming, go to the vs go to, etc..) I will as the students what sort of things they like to do on holidays.

I will elicit the a few of the vocabulary words from the students by asking them what they do when they go on holiday. Some expected answers are: shopping, swimming, going to restaurants, walking etc. As they say the words, I will put up a picture of the activity. I will then put up the remaining pictures of the vocabulary lexis and ask the students if they know what these activities are: art gallaries, museums, club/disgo, sightseeing, camping and skiiing. I will give the students an activity where they will divide the vocabulary in two and ask the students which of these are places you 'go to': museums, galleries, club/disco, restaurant And which are things you can do 'go': sightseeing, swimming, camping, skiing, walking, I will elicit from the students what does the 'can do' column items have in common: -ing. I will also elicit how I would word the sentences if I wanted to say them in the past tense. CQ's: Do you go to swimming? No Do you go to walking? no. Do you go to a restaurant? yes. Do you go to the beach? yes. I will then give the students a controlled fill in the blank exercise where they will fill in the correct activity.

Exercise 2a. I will draw the students' attention to the four pictures. I will ask the students to in pairs discuss where these places are and what they can do there. I will have them use the vocabulary that they had learnt.

I will have the students listen to the audio and answer two questions: 1. Which place is it? 2. What did they do there? They may have to listen to the audio more than once. This will be followed by peer checking and then whole class feedback.

Exercise 2.c of the student book: I will first have the students read the sentences in order to familiarise themselves with the material so that they know what to listen for. While listening to the audio, they will then match the sentences with the place. The audio will probably need to be listened to more than once.

The students, working in pairs, will complete an exercise where they will be presented with different locations. They will pick one, not tell their partner where it is and describe it. Their partner would than guess where it is. During the monitoring phase, I will write down some common mistakes that the students are making to go over during the feedback stage.

I will demonstrate a model of the activity to the students where I have written a post card to someone. I will then have the students write their own postcard of a holiday that they had gone to before. They will discuss: what type of transportation they used to get there, where was it, whom did they go with and what did they do there. I will then collect the postcards and hang them up at the front of the room. The students will then read the cards and try to guess who's is who's. This will be followed by whole class feedback.