The long turn task is modelled on the C2 Proficiency speaking part 3 in which students have to speak for 2 minutes about a given topic with 3 bullet points to guide them. Give out the speaking phrases and go over the “cheat sheet” of useful expressions on the first slide. Then put students in pairs and have them take it in turns to complete the task seeing who can use the most expressions, they need to speak on their own for 2 minutes. Once they have finished they should find 5 similarities between their Easter holiday experiences and share them with the class.
Alternatively, if you want something more collaborative, I’ve added a C1 Advanced part 3 style task in a separate PowerPoint. Students should first look at the cheat sheet, clear up any doubts, then have them answer the central question in pairs. You could then give them a further question: “which of these 5 types of activities do you appreciate doing most in your holidays.”
This is a guest post by online language tutor and ELT writer Ned Widdows. Ideal for the first class back after Christmas, it is a B1-B2 lesson with reading, vocabulary and speaking, asking learners to reflect on their experiences of 2020 and to look forward to the year ahead.
Download the teacher’s notes and student handout below:
Tell students that they need to speak to as many people as they can to find out the answer to the four questions.
Put students in pairs and have them brainstorm the questions they will need to ask:
Who got the best present? – What did you get for Christmas?
Who had the best Christmas? – What did you do at Christmas? Where did you spend Christmas? What was the best thing about Christmas?
Who had the most fun on New Year’s Eve? – What did you do on New Year’s Eve? Where did you spend New Year’s Eve?
Let them ask you the questions first as an example.
Then give students 10 minutes to speak to as many of their classmates as they can. While they circulate, correct their mistakes and board the correct forms. After 1o minutes stop the activity and draw students attention to all the boarded language they have generated.
Then in open class nominate a student to answer one of the original questions:
Teacher: “Xavi, who do you think had the best Christmas?”
Xavi: “Gerrard had the best Christmas, he went to the Bahamas with his family.”
Then ask the rest of the class if they agree and see if the class can reach a consensus.
Students write a composition on their Christmas holidays. This could take the form of an informal email to a friend.