Going away (procedure sheet)

Stages and Stage Aims

Mins

Inter-action

Procedure

What is happening? Comment on: set up, activity and feedback for each stage

Trainer Observations & Recommendations

Trainees do NOT complete this column

Lead-in

To generate interest in the topic of the lesson

5 mins

T-Ss

S-S

1. Teacher shows photos of different types of holidays (e.g., beach, city break, adventure) and asks:

- What kinds of holidays can you see in the pictures?

- Which one do you prefer? Why?

2. Students discuss briefly in pairs, then share answers with the class.

3. Teacher introduces the lesson topic: “Today, we will learn vocabulary related to holidays and practice speaking about travel.”

Focus on the target language in context

To lead the students towards a model sentence including the target language

7

T-Ss

S-S

1. The teacher shows pictures (or uses flashcards) of items that people might need for a holiday (e.g., passport, toothpaste).

2. Then teacher asks students to identify these items and match them to the words from the box (Exercise 2a).

3. After the matching activity, the teacher provides the correct answers and checks understanding. Students can ask about any words they are unfamiliar with.

Clarifying target language

To 

• clarify meaning

• highlight form

• model and provide practice of the pronunciation

10

T-Ss

S-S

1. Teacher goes through each word in the vocabulary list and clarifies meaning. For example, “What is suncream? What do we use it for?”

2. Teacher models pronunciation, focusing on any difficult words. Students repeat the words in chorus and individually.

3. Teacher offers correction on pronunciation if necessary. For example, clarifying the stress in “passport” and “foreign currency.”

Controlled practice

To provide controlled oral/written practice of the target language

8

S-S

1. Students work in pairs to match items in the pictures to their corresponding vocabulary in Exercise 2a.

2. Teacher monitors as students work together, offering help as needed.

3. After the activity, the teacher checks the answers with the whole class, ensuring everyone understands the vocabulary and its use.

Freer practice

To provide freer oral/written practice of the target language

10

S-S

1. In pairs, students discuss what they would take on different types of holidays (beach, long journey, foreign city).

2. Each pair discusses the items they would need for each scenario, using the vocabulary from Exercise 2a. The teacher can walk around, listening and helping if necessary.

3. After the activity, the teacher asks pairs to share their answers with the class and provides feedback on language use, highlighting good examples.

Delayed error correction

To provide language feedback on task

5

T-Ss

1. Teacher writes common errors overheard during the speaking activity on the board (e.g., I take suncream for protect my skin).

2. Students work in pairs to correct the sentences.

3. Teacher reviews corrections with the class, providing explanations if needed.