Dance - From Around the World
A2 Elementary level


In this lesson, students will provide imperatives in the form of instructions. This is part of the main aim, in an area in grammar. This will be in the context of Cultural Dances from Around the World. The sub aim will include the practice of vocabulary as part of their speaking skills, as they teach each other dance steps they have been assigned to to other groups in the class.


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Main Aims

  • To provide practice and clarification of imperatives (instructions based) in the context of Different Cultural Dances Around the World.

Subsidiary Aims

  • To provide review and practice of instructions in the context of different cultural dance steps from around the world.


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

Show visuals on OHP - based on different cultural dances stemming from around the world. Students to discuss in pairs what they see. Teacher monitors. Whole Class feedback - elicit ideas from students. - "What do you see?" "What are they all doing?" "Where do you think this is?" Solve any error corrections, where necessary.

Pre-teach Vocabulary (2-0 minutes) • To highlight useful language for coming productive tasks

Pre-teach vocabulary through gesturing, visuals and eliciting opposites from students. Show all necessary vocabulary on WB/OHP - model, drill and repeat chorally (Elicit and mark vocab part of speech.)

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Students to watch a video (via Youtube) based on Cultural Dancing from around the world. Students to discuss in pairs what they had seen. Whole Class Feedback - Teacher elicits ideas from students - "What were they doing?" "What countries do you think some of the dancers were in?" CCQ'S - "Were they jumping?" (Yes) "Did they shake their hips?" (Yes) "Was it their own cultural dancing?" (Yes) Students to match dance steps to the imperatives words (simple instructions) in pairs. Teacher monitors. Whole Class feedback - Give students Answer Key sheet. Students to discuss in pairs what their favourite dance/dance move/step is from around world. Whole Class feedback - nominate students for ideas include - CCQ - "Why?" Watch dance video/s again where/if necessary and give students time to process it again.

Highligting & Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Show visuals on OHP again - Elicit ideas from students about the steps/routine of dance - "Where do you think they learned to dance?" "Who taught them to do the same steps?" CCQ'S - "When someone tell you to do something, do you follow it?" (yes) "Can you see different kinds of dancing here?" (yes) Elicit - "Where could some of them be?" Write example sentence on WB with missing imperatives - students to discuss in pairs what could be missing. Whole Class feedback - check correction through eliciting/nominating. Clarify that nouns are not necessary to add before imperative. Distinguish differences between imperatives through intonation. Brainstorm all necessary imperatives on WB - model the necessary vocabulary by pronouncing it, drill and repeat it chorally. (Elicit part of speech and mark it - Elicit - "Is it a noun or a verb?"

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students to look at fill-in-the gap activity based on dance steps and match it with the imperatives words individually. ICQ'S where necessary. Teacher monitors. Peer check. Whole Class Feedback - Give Answer Key as hand-out. Check and solve for any error correction. Teacher plays 'DJ Casper - Smooth' dance video where students did fill-in-the-gap activity based on his dance steps. CCQ'S and eliciting - "What was he doing?" "What moves did he do?"

Semi-Controlled Practice (10-12 minutes) • To concept check further and prepare students for free practice

Students will be assigned to take part in group activity - learning and teaching dance steps in their groups using instructions. (Give students paper with instructions to follow to give and receive instructions from other students in their groups.) (Play active music - 'Drake ft Rihanna - Too good' as this takes place - use music as tool to pause and gain attention too) Teacher monitors. Students to rotate to take turns teaching another group their part of the dance steps. Remind students that the best dance group will win a prize at the end.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

Students to get back into their own groups - Have one student from each group be a choreographer and give instructions whilst the other learners follow/give instructions together. Teacher monitors. Whole class feedback - Elicit - "What did you move?" Students to share their dance steps with one and other. - (Plays 'Macarena' music)

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