Describe favorite vacation activities

1 | Describe favorite vacation activities • Unit 12 ©2018 Berlitz Languages, Inc.

In this lesson you will ...

Describe favorite vacation activities

Vocabulary & Expressions Language Focus

to sunbathesuntansunscreen (sun cream UK)to put on sunscreensunburnsunburned (sunburnt UK)swimsuit (swimming costume UK)umbrellacoatscarfhatbootshike (v., n.)to go hiking

to go on a hikesoapto washtoothteethto brush (one’s teeth)toothbrushtoothpastebrush (n.)comb (v., n.)to shaveshaving creamrazorstuff

Express amounts with too much, too many, enough, not enough.

Greet students and review previous lesson and homework.

Review key points from previous lesson, check any assigned homework, and check for questions.

Set customized Speaking Goal. Ask questions to find out about students’ needs and experiences.

Are you going to the mountains this year? When are you going? What do

you like to do there? Are you going to do that this year? Will you go to the

beach this summer? etc.

Set a customized speaking goal. For example: Our goal is to tell (your friend) what you like to do in summer / winter. Write the goal on the board and get agreement from students.

Warm up. Review and practice, as needed: the four seasons / gloves / jacket / shoes / skiing, skating, etc.(all rev.)

Use mind maps for each season to elicit known vocabulary for activities and clothing. Save these mind maps for future reference / use.What do you wear when you go to the beach? to the mountains? on a

business trip? etc.

GOAL-SETTING01

UNIT 12

©2018 Berlitz Languages, Inc.

Present or review and practice, as needed: summer vocabulary (sun, hot, picnic, ocean, etc.) (rev.) / to sunbathe / suntan / sunscreen (sun cream UK) / to put on sunscreen / sunburn / sunburned (sunburnt UK) / swimsuit (swimming costume UK)

Review summer vocabulary: sun, hot, picnic, ocean, swimming, sailing, sunglasses, shorts, T-shirt, etc.Substitution: Do some people like to sit in the sun? → They like to sunbathe.

→ They want to get a suntan / tan.

Dictionary: What do people put on their face, etc., before they sunbathe? →

sunscreen (sun cream UK) → They put on sunscreen.

Dictionary: Why do they put on sunscreen? → They don’t want to get

sunburned (sunburnt UK) / a sunburn.

Naming: clothes used while swimming → She is wearing a swimsuit

(swimming costume UK).

Do you always use sunscreen when you’re in the sun? Why (not)? What do

you do when you get sunburned? etc.

If relevant, present other beach activities, for example, Frisbee, surfing,volleyball, water-skiing, windsurfing, etc.

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QA & QFS

What do you like to do at the beach? in the water? Where do people

sunbathe? Do you usually get a suntan or sunburn? When are you going to

go to the beach? What are you going to do there? Where do people wear

swimsuits? etc.

Present or review and practice, as needed: winter vocabulary (snow, cold, skiing, etc.) (rev.) / umbrella / coat / sweater (rev.) / scarf / hat / boots / to hike / to go hiking / to go on a hike

Use illustration in SG or IB 46.Review winter vocabulary: snow, cold, skiing, ice skating, gloves, etc.Dictionary: What do people need when it rains? → umbrella

Naming: This is a coat / a sweater / a scarf / a hat. These are boots.

Let’s make a snowman! -46

PRESENTATION

PRACTICE

PRESENTATION

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Describe favorite vacation activities • Unit 12 | 2


Substitution: Oscar likes to take long walks in the countryside and

mountains. → He likes to hike. → He’s likes to go hiking.

Oscar is going hiking. → He’s going on a hike.

What do you like to do in the snow? What do you wear when it’s cold? Did

you wear a scarf or a sweater yesterday? When do you wear a hat? How

many pairs of boots do you have? Do you wear them only when you’re

hiking? etc.

If relevant, present other winter activities, for example, sled, sledding,snowball, snowball fight, etc.

Summary. What are they wearing?

Students describe what people in IB 46 are wearing. Then they say what they usually wear in cold weather.

Favorites

Students list the tools / items they use for their favorite winter and summer activities and explain what they use them for.

Interview & Report

Pairs. Students interview each other about what kinds of activities they like doing in winter and summer. Then, call on students to share their reports in front of the class.

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Present and practice, as needed: soap / to wash / tooth / teeth / to brush / to brush (your) teeth / toothbrush / toothpaste / brush (n.) / comb (n., v.) / to shave / shaving cream / razor

Ask students what they take on a trip if they have to stay overnight. Note the items on the board and, if needed, introduce the new vocabulary listed at left.Naming: What’s this? → It’s soap.

What do we do with soap? (Gesture) → We wash our hands.

What’s that? → It’s a tooth. / They are teeth.

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PRESENTATION

PRACTICE

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What do we do in the morning? (Gesture) → We brush our teeth.

What do we use to brush? →We brush with a toothbrush.

What do you put on it? → We put toothpaste on the toothbrush.

Contrast: What else do we brush? [hair] Do we use a toothbrush to brush

our hair? [N] → We use a brush to brush our hair.

Or: → comb → Oscar combs his hair with a comb.

Naming: What do men do in the morning? (Gesture) → They shave.

What do they use to shave their beards? → shaving cream, razor

Expand with other relevant vocabulary, for example, shampoo, makeup, etc., as needed and appropriate.

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What’s it for?

Students name the items in the illustration in the SG and then say what we use them for.

QA

How often do people brush their teeth? When do you brush your teeth?

What kind of a toothbrush do you have? How often do you shave? What

kind of razor do you use? Do you brush or comb your hair? Where (do you

brush your teeth)? etc.

I need a toothbrush

Present and practice: thing (rev.) / stuff / Express amounts: too many, too much, enough, not enough

Ask students what they see in IB 1a. [window, clock, chair, table, lamp,

phone, newspaper, etc.] → You see many things in the picture.

Use IB 48:Substitution: Are there a lot of things in Betty’s suitcase? → There is a lot of

stuff in her suitcase.

Build-up: Is Betty’s suitcase full? [Y] Are there are a lot of clothes in her

suitcase? [Y] Does she need them all? [No, she doesn’t.] → There are too

many clothes in her suitcase.

→ She packed too many socks / shoes / sweaters.

-1a -48

PRESENTATION

PRACTICE

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Does she need it all? [No, she doesn’t.] → There is too much stuff in her

suitcase.

→ She packed too much soap / sunscreen / toothpaste.

Contrast: Is Betty going to Thailand for a week? [Y] Did she pack too many

pairs of socks? [No, she didn’t] → She didn’t pack enough socks.

→ She packed enough pairs of shoes. etc.

Pairs. Students look at the items listed in the table in the SG and decide whether there are too many or not enough items.

For example, for:

(1) a one-week trip to Hawaii in summer;

(2) a one-month trip to Japan in the fall;

(3) a three-month trip to Russia in winter;

(4) an overnight trip this weekend to (a local destination).

Do you need all this?

Pre-task. Elicit what the lesson goal was from students, or remind them of it and point it out on the board: Our goal today is to tell (your friend) what you like to do in summer / winter.

Task. Role play. Set or adapt roles / purpose / scenario according to the customized student goal.

For example, students talk about their favorite seasonal activities and what they use to do them. Set a time limit. Avoid interruptions during the first enactment.

Provide feedback, praise, and corrections.

For a weak performance, set up a second enactment and focus on increasing speed, fluency, and confidence. For a strong performance, add a complication / extra details / questions, e.g., students must give examples of the last time they did their favorite activities.

Post-task. Have students summarize what they have learned. Confirmlesson goal achievement with students.

Performance

Second enactment

PERFORMANCE

PRACTICE

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Extension 1. Role play: Oh no!

Students have arrived at their travel destination in order to enjoy their favorite activity, but oh no, they have not packed enough of an important item. What are they going to do?

Extension 2. Discussion: A million dollars

The students have a million dollars to use toward their favorite activities. Where are they going to go? What are they going to buy?

Remind students to complete their homework activities online.ONLINE PRACTICE

CONSOLIDATE & APPLY

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Describe favorite vacation activities

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