Martin Plasse Martin Plasse

Winter holidays
Grade 8 level


Sts will meet and get to know the T. This lesson also serves also begins a new semester, and will be about the winter holidays from which they are coming back. Sts will learn the english vocabulary of some Chinese New Year activities as well as how to ask about what one did previously e.g. Spring Festival.


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a conversation about what one did in the context of the Chinese New Year

Subsidiary Aims

  • To provide clarification and practice of holiday activities in the context of Chinese New Year


Introduction (3-5 minutes) • The T can introduce himself to the class

The T might simply write his name on the board. Can do some pronunciation practice with the name. The sts can guess his/her country of origin and his/her age; propositions can be written on the WB, votes taken, etc. The T might ask the sts who answer Qs to give their names, at the same time.

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

A 4 minute video about all aspects of the Spring Festival will be played, but beforehand sts are asked to pay attention to all of the activities that take place, and to remember and/or write them on a piece of paper. Make sure layout is amenable to pairwork so they can peercheck afterwards.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

The activities from the video, or others that are typical of Chinese New Year, are elicited. The T also tries to elicit the functional language i.e. sentence pattern at the same time, beginning to make the difference between an activity say setting off firecrackers, and the FL "I set off firecrackers. The teacher should clarify the meaning of the main words i.e setting off and firecrackers" (CCQ; what esle can we set off? Is a firecracker loud/noisy? What's is the difference between firecrackers and fireworks?). T can use the ppt. and images to clarify as well.

Controlled Activity (8-12 minutes) • To have the students interact with the TL and verify their understanding

To verify/consolidate a matching HO is distributed. Monitoring here provides opportunity to ascertain the level of the shyer students. After a shortwhile sts are asked to peer check, and then the AK is put up on ppt. Finally T goes back over the FL sentences to work on pronunciation paying special to the verbs and activitites. The sentences are put up on the ppt. First the T asks "What did you do for the holidays?" And sts are expected to answer using the activities studied (Ex: "I visited relatives"). When one st has chosen one, it can't be chosen anymore. After the first few exchanges, sts also ask the questions i.e. "What did you do for the holidays". It is a good opportunity to ask and use the sts names.

Productive Task(s) (Semi-controlled activity SA) (10-14 minutes) • To provide an opportunity to practice target productive skills

Form teams of 4, and tell the sts that they will stand up and go around the class and ask at least three different sts the question and to bring a pencil and paper with them to write them down as they will have to share this with their teammates, and then with the WC. Do an example with them. Use ICQs like What question are you asking? How many students should you ask? Who will you share this information with?

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

T picks up succesful (maybe a student shared another relevant activity, and used the language correctly) and unsucessful parts (might be a missing word, a wrong tense or pronunciation problems) of the previous stage (writes them on the board) and goes over both with the WC, encouraging learners to ask questions.

extra (4-4 minutes) • spend extra time (you're not gonna need it)

replay the video

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