The usage of role play technologies in developing pupils discourse competence. Abstract

Lesson one: At a travel agency (part one)
Aims:
Students will be involved in the topic of travelling
Students will be able to read four texts on summer destinations
Students will be able to design their own travel brochures
Teaching aids: a handout – travel brochure (See Appendix D, p. 49), texts adapted from students‟ course book (See Appendix E, p. 50), blackboard, dictionaries, travel catalogues.
Procedure:
Engage:
The teacher tells students what they are going to do during the two lessons. Then, she writes some questions on the blackboard. Students work in pairs and ask each other questions on travelling, written on the blackboard: Do you like travelling? Have you ever been at a travel agency? Would you like to work at a travel agency? Where would you like to go on your summer holidays? The teacher asks students to open their books and asks them to describe the pictures in pairs.
Study:
Students read the texts and answer to questions below the texts. The teacher translates the unknown words into Polish, and students write down the words in their notebooks. The teacher tells them about the activity they are going to do during the second lesson. Now listen everyone. Imagine you work at a travel agency; each travel agency has two agents, so you will work in pairs. Each travel agent will design his or her own travel brochure about one city in Poland. Then you will work in fours; first, students from one pair are travel agents and the others are customers who want to buy a trip. Then you change your roles. Finally, you have to choose only one option from the two trips and book a trip. If we have time, you will have a chance to go to other travel agencies. The teacher explains the whole activity one more time in Polish to make sure students understood the procedure. The teacher distributes the blank travel brochures to students and they are to fill it in. The teacher translates the unknown words.