Introductory dialogue (include images/transcript): You need to

include a sample conversation-based o on the topic of at least 8

lines.

Dialogue Transcript:
Emma: Hey, Luke! Have you thought about where we should go for
our holiday this year?
Luke: Hi, Emma! I have, actually. I’m torn between a beach vacation
and a city break. What’s your preference?
Emma: I was leaning towards a beach holiday. Imagine relaxing by
the sea, sunbathing, and just unwinding.
Luke: That does sound tempting. I love the idea of a laid-back
vacation. But a part of me also craves the buzz of a city – exploring
museums, trying new foods, and experiencing the nightlife.
Emma: I get that. How about we find a place that offers both? Maybe
a coastal city?
Luke: That’s a great compromise. We could spend some days
lounging on the beach and others exploring the city. Have you got
any destinations in mind?
Emma: What about Barcelona? It has beautiful beaches and a vibrant
city life.
Luke: Barcelona sounds perfect. I’ve always wanted to see the
Sagrada Familia and try authentic Spanish cuisine.

Pre-Listening _- Teacher takes out first four lines from the script
which makes perfect sense and does a quick practice with the
students (steps given in lesson procedure)
You need to include four lines (bridge dialogue) in this section and
practice by following all the necessary steps.
Bridge Dialogue:
Emma: Hey, Luke! Have you thought about where we should go for
our holiday this year?
Luke: Hi, Emma! I have, actually. I’m torn between a beach vacation
and a city break. What’s your preference?
Steps for Practice:
1. Introduction (2 minutes):
o Teacher: “Today, we will practice a short dialogue about
planning a holiday.
2.
o Listen carefully and repeat after me.”
3. Modeling (3 minutes):
o Teacher: Reads the dialogue aloud, emphasizing
pronunciation and intonation.
o Students: Listen attentively.
4. Choral Repetition (5 minutes):
o Teacher: Reads each line of the dialogue, pausing for
students to repeat in unison.
o Students: Repeat each line after the teacher.
5. Pair Practice (10 minutes):
o Teacher: “Now, practice the dialogue with your partner.
Take turns being Emma and Luke.”
o Students: Pair up and practice the dialogue, switching
roles after each round.
6. Role-Play (10 minutes):
o Teacher: “Let’s add some creativity! Imagine you are
Emma and Luke planning a holiday. Continue the
conversation beyond these four lines.”
o Students: Continue the dialogue with their partners,
incorporating new ideas and vocabulary.
7. Feedback (5 minutes):
 oTeacher: Observes pairs and provides feedback on
pronunciation, fluency, and use of vocabulary.
o Students: Listen to feedback and make necessary
adjustments.
8. Wrap-Up (5 minutes):
o Teacher: “Great job, everyone! Let’s review the key
vocabulary we used today.”
o Students: Participate in a quick review of the vocabulary.

While-Listening Activity: Q&A Based on the Transcript

Transcript Excerpt:
Emma: Hey, Luke! Have you thought about where we should go
for our holiday this year?
Luke: Hi, Emma! I have, actually. I’m torn between a beach
vacation and a city break. What’s your preference?
Emma: I was leaning towards a beach holiday. Imagine relaxing
by the sea, sunbathing, and just unwinding.
Luke: That does sound tempting. I love the idea of a laid-back
vacation. But a part of me also craves the buzz of a city –
exploring museums, trying new foods, and experiencing the
nightlife.
Questions:
1. What are the two types of vacations Luke is considering?
o Answer: Luke is considering a beach vacation and a city
break.
2. What does Emma prefer for their holiday?
o Answer: Emma prefers a beach holiday.
3. What activities does Luke mention when talking about a city
break?
o Answer: Luke mentions exploring museums, trying new
foods, and experiencing the nightlife.
These questions help students focus on key details in the
conversation, enhancing their listening comprehension skills.
Vocabulary Introduction:
1. Holiday: A period of time when you do not have to work and
can relax, often traveling for pleasure.
o Example: “Where should we go for our holiday this year?”
2. Vacation: A break from work or school, often used
interchangeably with “holiday” in American English.
o Example: “I’m torn between a beach vacation and a city
break.”
3. Beach: A sandy or pebbly shore by the ocean, sea, or a large
lake.
o Example: “I was leaning towards a beach holiday.”
4. City Break: A short vacation spent in a city, typically involving
sightseeing and cultural activities.
o Example: “I’m torn between a beach vacation and a city
break.”
5. Relaxing: Making you feel relaxed and free from
stress.
o Example: “Imagine relaxing by the sea,
sunbathing, and just unwinding.”
6. Unwinding: To relax and stop feeling anxious.
o Example: “Imagine relaxing by the sea,
sunbathing, and just unwinding.”
7. Laid-back: Relaxed and easy-going.
o Example: “I love the idea of a laid-back
vacation.”
8. Buzz: Excitement and activity.
o Example: “A part of me also craves the buzz
of a city.”
 9. Exploring: Traveling around a place to discover
what it is like.
o Example: “Exploring museums, trying new
foods, and experiencing the nightlife.”
10. Nightlife: Social activities or entertainment
available at night in a town or city.
o Example: “Experiencing the nightlife.”

Steps for Vocabulary Introduction:

1. Contextual Introduction:
o Teacher: “Let’s look at some important words from our
dialogue. These words will help us talk about planning a
holiday.”
2. Highlighting Vocabulary in Context:
o Teacher: Reads the dialogue aloud, emphasizing the
vocabulary words.
o Students: Listen and follow along with the transcript.
3. Explanation and Examples:
o Teacher: Provides definitions and examples
for each vocabulary word, using sentences
from the dialogue.
o Students: Write down the definitions and
examples in their notebooks.
4. Practice:
o Teacher: Asks students to create their own
sentences using the new vocabulary.
o Students: Share their sentences with the
class or in pairs.
5. Reinforcement:
o Teacher: Uses images related to the
vocabulary words to reinforce understanding.
o Students: Match images with the correct
vocabulary words.
This approach helps students understand and
remember new vocabulary by seeing it used in context
and practicing it in various ways

Sample B:

Sample Lesson Plan: Listening Activity on Planning a Vacation

Basic Parameters:
 Number of Students: 10-15
 Age Level: 14-18 years
 Language Level: Intermediate (B1-B2)
 Language Spoken by Students: English
 Duration: 60 minutes
Terminal Objectives:
 Students will improve their listening comprehension skills.
 Students will expand their vocabulary related to travel and
vacation planning.
 Students will practice note-taking and summarizing
information.
Enabling Objectives:
  Students will identify key details in a listening passage about
planning a vacation.
 Students will answer comprehension questions based on the
listening passage.
 Students will discuss their own vacation plans using the new
vocabulary.
Materials:
 Audio Recording: A conversation about planning a vacation.
 Images: Pictures of various holiday destinations (beaches,
mountains, cities, etc.)
 Worksheets: Pre-listening, while-listening, and post-listening
activities.
 Vocabulary List: Travel-related terms (itinerary,
accommodation, budget, sightseeing, etc.)
Lesson Stages:
1. Warmer (5 minutes):
o Activity: Chinese Whisper
o Procedure:
 Teacher greets students and explains the activity.
 Teacher whispers a travel-related sentence to the
first student (e.g., “I want to visit the Eiffel Tower in
Paris next summer.”).
 Students pass the sentence along by whispering it to
the next person.
 The last student says the sentence out loud, and the
teacher compares it to the original.
2. Pre-Listening (10 minutes):
 o Bridge Dialogue Practice:
 Dialogue:
 Emma: Hey, Luke! Have you
3.


1. thought about where we should go for our holiday
this year?
2. Luke: Hi, Emma! I have, actually. I’m torn
between a beach vacation and a city break. What’s
your preference?
 Steps:
1. Teacher models the dialogue, emphasizing
pronunciation and intonation.
2. Students repeat each line after the teacher.
3. Students practice the dialogue in pairs.
o Listening Activity (15 minutes):
 Pre-Listening:
 Teacher shows a short video about a popular travel
destination and asks students to predict what they will
hear.
4.
o While-Listening:
 Play the audio recording of a conversation about planning a
vacation.
 Students take notes on key details (e.g., destination, activities,
accommodation).
 Questions:
 What are the two types of vacations Luke is considering?
 What does Emma prefer for their holiday?
 What activities does Luke mention when talking about a
city break?
o Post-Listening:
 Students discuss their answers in pairs and compare notes.
5. Vocabulary Introduction (10 minutes):
o Contextual Introduction:
 Teacher highlights key vocab

 ulary from the dialogue.
 Vocabulary List:
 Holiday, Vacation, Beach, City Break, Relaxing, Unwinding, Laid-
back, Buzz, Exploring, Nightlife.
 Practice:
 Students create their own sentences using the new vocabulary
and share with the class.
 Speaking Activity (15 minutes):
 Role-Play:
 Students pair up and plan a trip to a holiday des

 tination using the vocabulary and structures they have learned.
 Scenario: One student acts as a travel agent, and the other as
a customer planning a trip.
 Guidelines: Provide a worksheet with prompts and questions to
guide the conversation.
 Presentation: Each pair presents their travel plan to the class.
 Wrap-Up (5 minutes):
 Group Discussion: Discuss the different travel plans
presented. Ask students to vote on the most interesting or well-
planned trip.
 Reflection: Have students reflect on what they learned and
how they can apply it to real-life situations.

