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Writing- Festivals-
Intermediate level

Description

In this lesson, students learn about vocabulary for describing Festivals through stages of guided discovery. The reading texts will be used as an exposure to the TL. But first, the T starts with a lead-in, then Ss answer comprehension questions on four different texts about festivals in different cultures. Then share information about their festivals in their country. They will follow this up with a writing about an imaginary festival.

Materials

Main Aims

  • To provide fluency speaking practice in a conversation in the context of festivals in their country.
  • To provide product writing practice of a paragraph in the context of an imaginary festival.

Subsidiary Aims

  • To provide clarification of festival words in the context of festival, celebration, decorate, dancers...

Procedure

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

T shows Ss a video about festivals around the world for 2:02 min, then ask the Ss to discuss in pairs what they have seen. So Ss should brainstorm in pairs words like dresses, firework, celebrate, costumes. Then WC discussion and T puts students in groups of 3 or 2 and asks them to discuss the questions as "What is your favourite festival? How does your family celebrate it?" T elicits and writes the new word on the board and practice pronunciation with the Ss through drilling and showing stress. N.B. Plan B if the OHP does not work, T will use the pictures from different festivals instead and follows the same procedure.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T put learners in groups of 3 and gives each learner in the groups a different text A, B, C and D. Ss should find the meanings of the particular vocabulary in their text by choosing the right synonym from the WB. Ss should then work individually to complete the table for their text, then the T gets them to share their information with the other groups in a form of 'Jigsaw reading' using the table they have completed, and to complete the table for all texts. After they finish, T checks the answers in a WC discussion and asks them to discuss which festival they would like to see most and why.

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

T hands the Ss a puzzle which contains vocabulary about festivals and asks them in groups of three to search for words related to the topic of festivals in the puzzle for 5 min. In a form of a competition T will divide the WB into 4 sections and Ss will have to write the words they have found there the winners is the group with the highest number of words, and the words are as the following: carnival, celebration, ceremony, costume, culture, custom, decoration, event, firework, gather, historical, hold,origin, parade, religious, season, traditional, and wrap. Then T helps with the answers but still if students did not manage to find all of the words in the first task they have to look for the word in the puzzle after they get the help from the T.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T asks to invent a festival in groups of 4, using the table and vocabulary to structure their discussion. When they have completed the table, they should write a short description of their festival.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T asks students to correct each others writing, and displays the filled tables around the classroom and asks students to choose and tick the festivals they would like to attend. Ss share their opinion with the WC.

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