Robbie Mitchell Robbie Mitchell

Holiday lesson
Pre Intermediate level


A receptive skills lesson based on anarticle about holidays. The lesson begins with a general hooliday themed warm up before focussing on the article and reading based tasks. Secodnary focus on vocabulary.


No materials added to this plan yet.

Main Aims

  • To provide Ss with practice in reading for gist, specific information and detail, and to practise deducing meaning through the context of a holiday that went wrong.

Subsidiary Aims

  • Vocabulary & Speaking


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Give students one minute to write as many things as they can that that they like doing whilst on holiday. Divide into pairs and get students to compare answers. Elicit some of students answers and write on board. If time, get students to vote on their favourite by a show of hands for each answer.

Pre-Reading (10-12 minutes) • To prepare students for the text and get them thinkiing about the reading.

Divide students into pairs again and point out title of article to them. Instruct students to interview their partner. Remind them to ask for extra information. They must try and remember as many of their partners answers as possible without writing them down. As a whole class go through FB by asking certain students how their partner answered. Check with partner if answers correct.

While-Reading 1 (5-7 minutes) • To provide students with less challenging gist and specific information reading task

Divide class into four seperate groups. Two groups get Joe's half of the text, two get Laura's. Set gist task, "Did the writer have a good holiday?" . Make clear to class this is a quick exercise and they they do not need to read in depth. (One minute to read) Students discuss their answers with their groups. Monitor different groups to see if they were right, give groups correct answer.

While-Reading 2 (10-14 minutes) • To provide students with more challenging detailed, deduction and inference reading task, checking for specific information.

Keep students in their text based groups. Explain to Ss they need to read carefully this time for specific information and set groups questions from exercise 2.a. Keep monitoring during task to see how groups are doing with answers. Instruct groups to peer check/ compare their answers again. Monitor to check they have the right answers. Number all students reading Joe text and all students reading Laura text. Instruct students to sit in a pair with someone with the same number as them. This should divide students into pairs where one has read Joe and one has read Laura. Instruct students to tell their new partner what they read.

While-Reading 3 (8-10 minutes) • Get students to deduce meaning of vocabulary from text.

Instruct students to quickly read their partners text. Hand out vocab meaning match worksheet. Worksheet contaisn underline dphrases and vocab from both halves of text. Instruct students to match vocab/ phrases with their meanings on worksheet. Bring up copy of task on WB. Elicit answers from individual pairs and match answers on board. This gives teacher a chance to explain meanings if there are any students are struggling with.

Post-Reading/Listening (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned, to practise productive skills

Combine pairs to divide class into groups of four. Instruct students to discuss question, "Have you ever had a holiday that you didn't enjoy very much?" "What happened?". Start task by giving them a personal example answer about own holiday experience. Monitor groups and prompt any students not discussing for more information. Finally, if time joi nclass back into one last quick WC discussion. Ask students to raise hands if they;ve ever been on a holiday they didnt enjoy. Ask some students with ahnds raised, why? Lead task back into text by finding out if any students have ever been on holiday, "in the right place, but with the wrong person."

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