I'll start by giving a quick anecdote about my last holiday to Florence last February and the students will do likewise in breakout rooms using the suggestions in the Lead-In.

I'll handle the content preparation by using a dialogue between two friends about a holiday, to elicit from the students some useful language that they could use to tell own personal experiences and holidays and then get them to practice the TL in pairs. On the text they will associate an expression with its meaning (questions, interest, fillers to think time, action & descriptions)

I'll cover Meaning, Form, Pronunciation and Appropriacy with marker sentences. I'll explain meaning by using visual aids and contextualising the language, form by eliciting grammar and pronunciation/intonation by drilling. Meaning Meaning Wow. It sounds great! CCQs: is it a positive or negative comment? Do I show interest to the story? to express authentic interest to something… synonyms: it sounds/looks good/nice/amazing/cool I also played football and sand with my brother. Really? CCQs: Do I want express surprise or just confirm my interest? Is it a neutral, negative or positive comment? We use “Really?” when we want to emphasise something What a pity! CCQs: is it a positive or negative observation? Do I show interest to the story? Used to express regret or disappointment about an unfortunate event synonyms: oh no/ How awful!, that's a shame, damage, I’m sorry, such a pity, that’s bad… Pronunciation and intonation Wow. It sounds great! ↗ ↔ ↗ Really? ↗↗ What a pity! ↗ Look at these verbs: We wanted /ˈwɒnt.ɪd/ We played /pleɪd/

The students will be working in different groups to tell one another about the holidays they have planned and done. I've chosen this exercise because the language would have been covered in the exposure and useful language for showing interest and fillers for thinking time. https://docs.google.com/document/d/1G_GCcBfY1SqboEwYvhtaRx3gfPgYUpyoo4Piy1CBtQs/edit?usp=sharing

I'll gather the responses from the speaking production task, review the TL from the exposure and useful language sections and correct any mistakes (misunderstandings) with regards to sentence structure or comprehension on top of informing the students of any gaps of knowledge.