Hatice Granados Fuquene Hatice Granados Fuquene

Elementary level


In this lesson, students are introduced vocabulary about holiday activities and things they can take with them when they go on holiday through vocabulary activities. The lesson starts with a discussion about pictures they come across on the board projected and students talk about where they think those place can be and what they can do in those places. This is followed by a vocabulary exercise which students match the pictures with appropriate words and group the words as it is asked to be. Since the main aim is vocabulary in this lesson plan, it will be more focused on the words the students will come across and clarification of meaning, form and pronunciation. The main aim will be followed by a writing activity that the students will be describing a place for holiday for tourists in their own country in a pair work.


Main Aims

  • To provide clarification, practice and review of holiday words in the context of holiday

Subsidiary Aims

  • To provide product writing practice of a describing a place in the context of holiday


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

Ask some questions for a smooth link to the topic. (i.e. Do you have any holiday plans for this winter? Are you planning to have a winter holiday? Did you go on holiday last summer? Where did you go? Do you usually go on holiday in summers?) After the link to the lead-in, show them a collage of some famous touristic holiday destinations in Turkey to relate the context to students' cultural background. Ask the class what they can see in the collage, which places are those, what is it special with those places, what type of holiday destination that place is, etc.

Building Context (5-6 minutes) • To narrow the context to a more specific area and continue to generate interest while establishing a clear and specific context for the language to arise out of

Tell students that they will have some pictures related to holiday vocabulary and they will need to match the pictures given with the appropriate words. They will work in pairs for this exercise. Monitor well while the students are picture matching to see if they have any meaning problems with the words in the handout. Have them work in pairs to get each other's opinions about the words they would not know. Feedback: After they are all done with the exercise, ask pairs about the answers. You may write on to the board when you get the answers.

Presentation (12-13 minutes) • To clarify meaning so learners understand it - To clarify the pronunciation so learners know how to say it - To clarify form so that learners know how to construct it

Show students three categories' titles and stick those titles on to the board to create three different groups. There will be nine words for each category which means twenty-seven words at total. Divide the class into three groups and have each group have nine different words to work in their groups. Tell them they will have nine words and all the words will be different than each other. They will need to decide in their team to group the words accordingly. "Things you can do" "Things you can see around" "Things you can take with you" are the categories given to them and they will need to see to which title their words can relate to. Tell the students that the group finishes the earliest and has the correct answers wins. This competitive atmosphere will help students beware and be more interested in the context of holiday vocabulary. Feedback: Go over the words if necessary as whole class. After all the words are on the board as the class can see clearly, do the clarification for pronunciation. Show stress where necessary.

Practice (7-8 minutes) • To provide controlled practice focused on using the target language

Put students into pairs and tell them that they will have a gap-fill activity about the words they have categorized. The activity will be based on the description of the words for them to fill in pairs. For this activity, the students will be given max. 5 minutes and monitor well while they are working on it. Feedback: Project the answer key and go over the words if necessary.

Production (10-12 minutes) • To provide freer oral/written practice and focused on using the target language more fluently

Show students a holiday destination advertisement prepared as an example. Shortly, ask students what type of questions they can ask to find the answers through the adverts. Model one or two questions with the first advertisement and write the questions onto the board. Put students into pairs for them to find out what questions they might ask the adverts. Get the students' question models and write them onto the board as well. At least have four questions models for the writing activity. After the questions are shown on the board, tell students that they will write down advertisements about the specific places given to them. Show that you will have three different holiday destinations in Turkey and put students into pairs to write their adverts with the help of the questions on the board. They will be given maximum five minutes to written and they swap their papers to compare the places they have written about.

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