1. TOPIC: TRAVEL PLANS AND TOURISM VIVIAN AGUILAR ACEVEDO

2. Why this topic? The topic was being taught in a conversational class. 2

3. Skills: ListeningReading SpeakingWriting 3

4.  Before: nervous  During: concerned anxious  After: relievedgrateful 4

5. Warm up: Ss walked around the class to observe visual aids on the walls. Ss played “Bang” Ss answered questions about the pictures on the walls 5

6. Task 1: (A.S) Brainstorming vocabulary about activities to do on vacation (FOWSAK). Task 2: present target grammar (be + going to)  Where are you going to go? I am going to go to Holland  What are you going to do? I am going to visit different places 6

7. Task 1: Oral production of sentences (Audio – visual). Ss answered questions using the target structure. Task 2: Pair work: writing plans for vacation (visual - tactile) 7

8. Task 1: Memory game I – 1. (Visual – kinesthetic – Auditory – tactile) 8

9. Task 1: Mingle Ss draw about their vacation plans by following three key questions:  Where are you going to go?  What are you going to do?  What are you going to need? Task 2: Pair work Information Gap activity Ss ask information questions in order to complete missing information in a chart. 9

10. This is a I + 1 task to have Ss experience the new knowledge. Task 1: Group think and share. Ss discuss different questions to make plans for a group vacation. Ss present their plans to the class. 10

11.  I need to practice CCQs  I have knowledge about ECRIF framework  To be positive  To plan taking into account Ss individual differences.  I need to improve how to give clear instructions. 11

12.  Skills were integrated  Visual aids were appealing for Ss  There was individual, pair and group work.  Learner centered class.  Activities were appropriately scaffolded  What needs to be improved?  There were to many cards in the memory game.  Clearer instructions are essential for a successful task.  Better use of checking comprehension questions.  Pacing of activities 12

13. 13 Thank you!