Sure! Here are some supporting scaffolds for lower English proficiency levels based on the speaking task:

Level 1: 1. Start by asking the student to describe a holiday they went on. 2. Prompt them to think about something that went wrong during the holiday. 3. Encourage them to use simple past tense verbs to describe the event. 4. Provide a list of basic vocabulary words related to holidays, such as “beach,” “hotel,” “flight,” “food,” etc. 5. Model a sentence for them using the past continuous passive, such as “The hotel was being cleaned when we arrived.”

Level 2: 1. Ask the student to describe a holiday they went on, focusing on the location and activities. 2. Prompt them to think about a funny incident that happened during the holiday. 3. Encourage them to use past continuous tense verbs to describe the incident, such as “We were swimming when it started raining.” 4. Provide a list of multi-word verbs, such as “check-in,” “pack up,” “set off,” etc., and ask the student to incorporate at least one of them in their description. 5. Model a sentence for them using a multi-word verb, such as “We had to check-in at the hotel before we could relax.”

Level 3: 1. Ask the student to describe a holiday they went on, including the destination, activities, and duration. 2. Prompt them to think about a humorous incident that occurred during the holiday. 3. Encourage them to use past continuous passive tense verbs to describe the incident, such as “The food was being prepared when the power went out.” 4. Provide a list of expressions used by Francisco, Li, and Sasha, such as “It was a disaster,” “We couldn’t believe it,” “We were so frustrated,” etc., and ask the student to incorporate at least one of them in their description. 5. Model a sentence for them using one of the expressions, such as “It was a disaster when our flight got delayed.”

These scaffolds can help lower English proficiency levels to structure their descriptions and incorporate the target language features mentioned in the task.