The teacher projects some pictures of New Zealand and asks students to discuss the next questions: How much do you know about New Zealand? - Do you know where it is? - What is the nearest country to it? - Do you know how many languages are there? - Do you know what things make New Zealand famous?

The teacher plays the recording and asks students to answer the correct answers (using a Google Form). ( 2 minutes) Students compare answers in pairs (2 minutes) Everyone check the answers with the whole class and comment on anything they found surprising/interesting. (2 minutes)

The teacher presents useful language: a) Asking about places Where is...? Why is it important? b) Explaining where places are / why they are important It's in the north/south/east/west of the... It's on/off the east/west coast. It's the highest/biggest ... It's a good place ... The teacher models and drills the correct pronunciation of specific words such as: north, south, east, west, coast, highest, biggest. The teacher uses CCQs: Where is the stress? Are there any contractions? What words are those contractions? The teacher models and drills the pronunciation of each phrase or question (using phonetic scripts).

The teacher puts students into groups A and B. Direct Group A to document 1 and Group B to document 2. She establishes that each group will be finding out about places on the other's map. (2 minutes) The teacher gives 5 minutes to everyone to think about their explanations and to make notes. Students should use the useful language analyzed in the previous stage. (5 minutes) Now, the teacher form pairs (student A and student B). She mentions students where they can identify the places they have to ask about before they start. (1 minute) Students will add the new information to their own map as they listen to each other. Using breakout rooms. (6 minutes) They will compare their maps and check how many places they marked correctly with different peers. Using breakout rooms. (6 minutes)

As students exchange information to their own map as they listen to each other, the teacher will note down examples of good language use and/or errors to focus on later. (5 minutes)