My best lesson plan (ESP)

Activity

Objectives:

1.Comprehend texts that are related with their area

2.Change uses of the English language

3.Apply and modify new models of dialogues in the context of their area

4.Construct products related with their area to practice their grammar and their creativity

Pre-activity

1. Warm-up: Where in the world?

Where did you go for your holiday last year? What was good about it? What was bad about it? If you could go anywhere in

The world, where would you go?

2. Where should these people go?

3.Work with a partner. Look at the pictures below. Which destination would be more appropriate for …?

Create a dialogue (5min.) and recommend these people to go to any of these places using the modal should

 

• a middle-aged couple with no children

• a young couple with a baby

• a single young man

• a single young woman

• a middle-aged couple with teenage boys

 • a middle-aged couple with teenage girls

• a large family

• a group of friends

 deserted beach

 Beach resort

 Large City

 New York City

 Historical city

 Sydney

 Thailand

 Venice

B.Listening this dialogue and identify politeness ways of speaking

C.What is the purpose of the dialogue?

D.Create a dialogue with your partner using politeness way of speaking with the destinations above (5 min)

Reservations (airline)

http://www.audioenglish.net/english-learning/english_dialogue_air_travel_reservations_airline_2.htm

“Do you have any flights to Sydney next Tuesday afternoon?”

Reservations clerk:	—	Northwind Airways, good morning. May I help you?
Mary Jones:	—	Yes, do you have any flights to Sydney next Tuesday afternoon?
Reservations clerk:	—	One moment, please... Yes. There´s a flight at 16:45 and one at 18:00.
Mary Jones:	—	That´s fine. Could you tell me how much a return flight costs? I´ll be staying three weeks.
Reservations clerk:	—	Economy, business class or first class ticket?
Mary Jones:	—	Economy, please.
Reservations clerk:	—	That would be €346.
Mary Jones:	—	OK. Could I make a reservation?
Reservations clerk:	—	Certainly. Which flight would you like?
Mary Jones:	—	The 16:45, please.
Reservations clerk:	—	Could I have your name, please?
Mary Jones:	—	My name is Mary Jones, that´s M-A-R-Y J-O-N-E-S.
Reservations clerk:	—	How would you like to pay, Ms. Jones?
Mary Jones:	—	Can I pay at the check-in desk when I pick up my ticket?
Reservations clerk:	—	Yes, but you will have to confirm this reservation at least two hours before departure time.
Mary Jones:	—	I see.
Reservations clerk:	—	Now you have been booked, Ms. Jones. The flight leaves at 16:45, and your arrival in Sydney will be at 9:25 a.m., local time. The flight number is NWA 476.
Mary Jones:	—	Thank you.

While-activity

 "The Brits on holiday"

1.match these words and expressions with their explanations.

a. soap opera	1. A group of people living outside their country
b. expat community	2.Holidays spent in a house that can be pulled by a car
c. caravanning holidays	3. People with rucksacks who are not afraid
d. a little further afield	4. TV series
e. intrepid backpackers	5. a little further away
f. holidays not requiring a phrase	6. holidays where English is spoken

2.Before you read, think about these questions.

A. What are the most popular holiday destinations for people from your country?

B. What do you think the most popular holiday destinations are for the British? How about Australians? Canadians? Americans? The Irish?

C. Now read this text to check if you were right about the British.

When you think of the British on holiday, you think immediately of Spain. Cheap trips to the sun with good food and friendly people have been attracting Brits for almost 40 years. It is also one of the top destinations for the British to live if they decide to leave ‘Blighty’. This phenomenon even inspired a television soap opera, the BBC’s Eldorado, which was set in an expat community on the Costa del Sol. For those in search of fine food and drinks, France, of course, has always been popular. It also has the advantage of being close to the UK. The ferry journey from England takes between four and nine hours, making it the perfect destination for a driving or even caravanning holiday. A little further afield, but still reachable by car, is Italy. The British love affair with the land of lovers began in the eighteenth century. By the 1920s, cities like Florence had well-established English communities, many of whom refused to leave even when the Second World War devastated the country. In the 1980s Tuscany began to become extremely popular again with the British and remains so. In fact, so many British now have holiday homes there that is is sometimes referred to as ‘Chiantishire’.  Many young British people now spend their holidays in the discos and nightclubs of Ibiza or Cyprus’s Agia Napa so much that these once sleepy idyllic islands now resemble a permanent Saturday night in a British city centre.  Recent falls in the price of airline tickets have opened up new destinations for the British. Thailand, once the destination of the most intrepid backpackers is now popular with Brits of all ages. Fly-drive holidays to the United Deserted beach Sydney New York City Venice Beach resort Large city Historical city ThailandStates are also a common feature of summer holidays. Perhaps the attraction of the common language helps there. Added to the list of destinations not requiring a phrase book are, of course, Australia and South Africa. Both are popular among the British. So, if they could go anywhere, where would the British go? A recent television poll put the Grand Canyon at the top of the list. This was closely followed by the Great Barrier Reef, and Zimbabwe’s Victoria Falls. It seems that impressive nature is what really gets the British excited.

3.Read the text again and find the following words and phrases.

1. a colloquial (every day) word for ‘British people’

2. a colloquial word for ‘Britain’

3. a strange happening

4. a passenger boat

5. a joke name based on a British county name

6. a word that means ‘quiet’

7. a phrase meaning holidays involving planes and cars

8. another word for ‘vote’

  4.Answer these questions

A. What attracts British people to Spain?

B. In what decade did Spain first become popular for the British?

C. Which two countries do the British usually go to by car?

D.What is the most popular part of Italy for the British?

E.Why have the British started travelling outside of Europe?

F.What destination would the British most like to visit? 

5. Work in pairs and decide on a travel destination you would like to write about. Use the Internet to find information, if you can. Well-known travel book publishers offer some good websites, for example, www.lonelyplanet.com, www.fodors.com and www.roughguides.com offer some ideas.

Look at some examples of holiday brochures online or in print. Do the following:

1. make a list of any adjectives that describe the place.

2. Make a list of phrases you want to use in your brochures.

3. Make a list of specific places you plan to advertise as well as some practical details you plan to write about (hotels, transport, prices).

4. Try to plan one day of activities for visitors, such as places to visit and how to get around.

 Post-activity

In pairs design and write a brochure and present it in a glogster. Use pictures and maps. Then share your material with the class. In your presentation you have to tell us Why do you choose that place?     

Webpages

www.glogster.com

 http://www.youtube.com/watch?v=_TSNAuwWzq8 (glogster tutorial)          

assesment

 Brochure

Student Name:     ________________________________________

CATEGORY	4	3	2	1
Writing - Grammar	There are no grammatical mistakes in the brochure.	There are no grammatical mistakes in the brochure after feedback from an adult.	There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.	There are several grammatical mistakes in the brochure even after feedback from an adult.
Writing - Organization	Each section in the brochure has a clear beginning, middle, and end.	Almost all sections of the brochure have a clear beginning, middle and end.	Most sections of the brochure have a clear beginning, middle and end.	Less than half of the sections of the brochure have a clear beginning, middle and end.
Content - Accuracy	All facts in the brochure are accurate.	99-90% of the facts in the brochure are accurate.	89-80% of the facts in the brochure are accurate.	Fewer than 80% of the facts in the brochure are accurate.
Attractiveness & Organization	The brochure has exceptionally attractive formatting and well-organized information.	The brochure has attractive formatting and well-organized information.	The brochure has well-organized information.	The brochure\'s formatting and organization of material are confusing to the reader.
Graphics/Pictures	Graphics go well with the text and there is a good mix of text and graphics.	Graphics go well with the text, but there are so many that they distract from the text.	Graphics go well with the text, but there are too few and the brochure seems \"text-heavy\".	Graphics do not go with the accompanying text or appear to be randomly chosen.

                           

Oral presentation

CATEGORY	4	3	2	1
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.