SLIDE 1: Teacher to provide images of natural places and ask students to discuss different natural places to contextualize and predict the topic of the lesson. Students to discuss with their pair in break-out room (BOR) (3 min) T to elicit FB from students as to their findings and ideas (2 min)

SLIDE 2: CONTENT PREPARATION: T introduces TL Vocabulary (Island, Mountain, Desert, Forest, Sea) by showing images of such and asks students if they discussed any of these in their lead in? T elicits students to describe each natural place. T scaffolds the guided discovery task by using adjectives and giving an example. Ex: An island is surrounded by clear water and has warm tropical air Ss to discuss in pairs in BOR for 2 minutes and make a list of at least 1 word to describe each of the natural places. SLIDE 3: LANGUAGE PREP/MFP T shows slide of various adjectives and asks the students if to check their answers against the list as well as possibly add some other words to describe. T asks are these words in the list Nouns of Adjectives to clarify TL Meaning: CCQs: Are hot and dry places? N Does the word forest describe the trees? N Are deep and blue used to describe the sea? Y Does an adjectives describe an island or is it the name of an island? describes Which are the nouns on this slide? T reviews pronunciation of TL; drills individually and chorally, featuring the phoenemic alphabet as reference: (2 mins) T also asks students if they want to copy some of the adjectives to use in their speaking tasks.

SLIDE 4 SPEAKING TASK 1: using TL T asks students to: Think about three of these natural places in the world Scaffolds the task by stating example, clarifying to students that they are to use TL. Ex: The Redwood Forests in California have some of the tallest trees in the world. Ss go to BOR for 5 minutes to do activity in pairs T monitors BOR. SLIDE 5: SPEAKING TASK 2: Freer Practice T asks students to discuss: What are your favorite natural places in your home country? Why did you choose them? Ss to go to BOR with a different pair (5 min)

T elicits ideas from students through OCFB and provides DEC to allow student to understand what corrections may be needed collectively (5 -7 mins) T praises students