T gives link to jamboard for lesson. T displays photos related to travel and asks students - What do you think the topic is today? (travel) T displays question; 1. Do you enjoy travelling to new places or staying at home? Why? T demos. Learners work in pairs in breakout rooms and discuss question. T conducts OCFB and writes learners’ ideas on the board under advantages and disadvantages of staying at home or travelling

Instructions: Read the following text ´10 Powerful Reasons Why People Love to Travel', we are going to look at some new language from this text. You have 3 minutes. Learners read text individually.

T conducts OCFB and covers MFP for new target language. Students match new target language from the text to the correct definition to work out meaning in student centred task. T demos first one. This is done individually then pair checking in breakout rooms. Students have 2 minutes to complete task. OCFB to reveal correct answers. CCQs to check understanding. Students match new target language to the correct form from a list. T demos first one. Students work in breakout rooms in pairs to decide on answers. 2 minutes in breakout rooms. OCFB to reveal answers. In OCFB T elicits from students the correct number of syllables in the target language, elicits word stress. T demos first one. T conducts pronunciation practice using sentence examples. T conducts choral drilling and if necessary, individual drilling.

T displays questions for speaking task 1. Where have you travelled to? Can be within your home country or overseas. Did you like it? Why / why not? 2. What do you want in a holiday? What attracts you to a new place? Relaxation or adventure? 3. If you could visit any country in the world, where would you go? T demos an answer to all questions, modeling a structure for conversation. T reminds students to use try and use new language in speaking task. Students discuss questions in breakout rooms. Students have 12-15 minutes to discuss. OCFB for students who would like to share with the class.

T conducts OCFB following up on the productive speaking task. T writes on the screen samples of learners’ production (including grammar and pronunciation) and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones. Positive feedback on good language.