Marzie Danaei Marzie Danaei

My last holiday
Biginners (A1) level


in this lesson, Ss learn how to write about their last holiday through a productive task of writing. this is preceded by speaking and asking past simple questions about their last holiday and it is followed by reading each other's writing as feedback of the lesson.


Main Aims

  • To provide productive writing practice of a letter in the context of last holiday

Subsidiary Aims

  • students will be able to improve the use of "Simple Past" and have more practice on it


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

T shows some pics related to holiday on powerpoint and elicits the word "holiday". Then she asks students "where do you usually go on holiday?" SS work in pairs and make sentences about themselves. T gets a whole class feedback from SS.

Exposure (8-10 minutes) • To provide learners with a model of production expected in coming tasks.

-T gives handouts of her last holiday to Ss. -Ss read the handout and answer the gist Question. "Did I have a good holiday?" -T asks Ss to read questions in the task and do the reading for details. SS check the answers in pairs. then T asks a volunteer to come to the board and highlight the answers in the reading text on the board to get a WCFB.

useful language (5-6 minutes) • To highlight and clarify useful language for coming productive tasks

-T asks students to highlights the phrases "went to the beach" and "stayed in a hotel" and "had a great time" on their handouts and on the board. T asks" if these sentences are now or in the past? what are the verbs? how do you know they're in the past?" T drills the phrases chorally and individually and has back chain drilling as well. After drilling teacher shows the linking sounds on the board.

Productive Task(s) (8-10 minutes) • To provide an opportunity to practice target productive skills

- T gives Ss the writing worksheets and asks them to write about their last holiday.They can answer the questions in the previous task to write their text. For two students who are weaker, T prepares a handout with gaps to be filled in terms of differentiation. T monitors and guides the Ss and take notes of their errors for delayed correction.

Feedback and Error Correction (15-17 minutes) • To provide feedback on students' production and use of language and have error correction

- T exchange the writing tasks among pairs. they read each other's writing and correct possible errors.(peer correction) - T puts the writings on the walls and asks SS to read them and find which place do they want to go on holiday - T write some common mistakes and errors of their writing on the board as delayed error correction. T asks the Ss to correct them in pairs. She checks the answers as WCF.

if time (3-4 minutes) • To have some mingling in the class and talk about past actions

T gives Ss slips of paper to mingle and ask each other in the class until they find the person. T models a sentence and finds the person. T gets a report from them after the activity in order to get a FB.

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