Sepideh Garakani Sepideh Garakani

TP2b. Party, Festivals
Intermediate, B1 level


Main Aims

  • To use collocations (phrases) with make and do from the listening to speak about festivals

Subsidiary Aims

  • To listen to someone describing a festival to answer gist questions and find specific information


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

T will ask the Ss to name some festivals and elicits that New Year's in one of the most important and interesting ones. Then groups the Ss and gives instructions on the task: each group will be provided with a picture of New Year's in different countries randomly, they will guess about the country as they get the picture and then talk about their pictures and guess about the customs in each picture's New Year's Day. For feed back one S from each group will report to the class about their picture. Each group's picture will be shown on the board as they report to the class.

Pre-Listening and listening (4-6 minutes) • To prepare and engage students for the listening part / Ss predict the content of the listening part

Student will be paired up and provided with HO1 (exercise 2 of the listening part on page 34 of New Inside Out Intermediate Student's book), And are asked to read the sentences and guess whether they are true or false. The pairs will then check their answers with each other. Ss will then listen to track 1.30 as a feed back.

Detailed Listening (4-6 minutes) • To provide Ss with the authentic models and usages of some collocations

T instructs Ss to listen to track 1.30 again and make a list of the activities done on Chinese New Year's in pairs while listening. Pairs check with each other, Oral feed back is done and a couple of the activities will be boarded by the T.

Presenting the vocabulary (4 minutes) • To introduce the collocations related to the listening

T writes 2 sentences on the board: 1. I ...... a cake every weekend. 2. I usually ...... my homework very carefully. Then asks the students to complete the sentences with "make" or "do", then elicits for 2 more examples of the collocations that Ss pointed out in the previous task. Then elicits the fact that "do" and "make" are accompanied with nouns, make is often used to talk about an activity that creates sth and do is usually used when the action is a noun ending with ing and generally talking about activities or jobs.

Controlled Practice (6-8 minutes) • Ss identify and use correct collocating verbs with certain vocabularies

Ss are asked to do the gap filling hand oust and check in pairs. The projection is showing the exercise for the whole class. FB: volunteers will write the answer on the board.

Freer Practice (10 minutes) • Enable Ss better memorize the collocations

Ss sit in pairs, instructions given: Ss will be provided with a set of cut up collocations and a table and are asked to put the verbs in the correct column. Ss check their answers with other pairs and as feed back different cut up verbs are given to each pair to be stuck on the board in the correct column.

Freer Practice (10-13 minutes) • Help Ss feel more confident using the taught collocations

Ss sit in groups and are asked to talk about their favorite festival. As a feed back Ss decide which festival is the most interesting.

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