Paula Erzurum Paula Erzurum

TP5 - Party
Intermediate level


In this lesson Students will read about about a big Spanish festival called Las Fallas. Before reading they will predict the topic and then make notes about any festivals they know. They will then do some vocab excercises, write a short summary of a festival they know and then read their summaries to a partner


Abc Hand-out No 1 - Las Fallas questions
Abc WB

Main Aims

  • To provide Students practice in the Receptive skill of reading for gist and detail in the context of parties and festivals

Subsidiary Aims

  • To introduce and practice lexis related to festivals and parties. To give Ss fluency speaking practice. To give Ss practice in writing a descriptive paragraph about a festival


Lead-In & GTKY (7-8 minutes) • To set lesson context and engage students

* Play the Spanish music and enter the room wearing my Spanish clothes and playing the castanets. Dance around a bit to break the ice between us. * Turn off the music and give my name and where I am from. Ask Ss to write their names and stand them up on their table in front of them. Ask - 'what am I dressed as?' and then 'why?' * Show the pictures on the board and ask 'What are these pictures about?' - 2 mins to discuss with a partner then elicit ideas. Write what they are under the picture and model & drill. (traditional dress/Spain flag/candelabra/bonfire/parade & procession) * Explain the pics are about a Spanish festival called Las Fallas and that I am in 'traditional dress' . Check meaning with CCQs if needed CCQs for festival - Is it a huge party with lots of people? yes /festɪvəl/ Is it a celebration of certain traditions? yes CCQs for traditional dress - Are they special clothes? yes /trədiʃənəl dres/ - Are they clothes that are special for your country? yes CCQs for bonfire - Is it a big fire? yes /bɒnfaɪr/ - Is it controlled? yes Are they outside? yes CCQs for parade/procession - Are there a lot of people? /pəreid/prəseʃən/ - Is it on a street? CCQs for candelabra - Does it hold candles? yes /kændəlɑ:brə/ Does it have many arms? yes

Pre-Reading (8-10 minutes) • To prepare students for the text and make it accessible

* Think of a festival that you know about. Show the Qs on the board and go through them. Ss to write notes for the answers * Elicit a few from Ss for the whole class

While-Reading #1 (9-10 minutes) • To provide students with less challenging gist and specific information reading tasks

* Give Ss the same Qs (HO 1). Show the Las Fallas text while chesting * Give the text (HO 2), 5 mins to read and then answer the Qs * Peer check answers with their partner * Check answers on the answer key on the 'castanets' (give a clue as to where the answers are)

While-Reading#2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

* Show HO3 (complete the description of las Fallas) * Give HO 3 - Ss to complete * Peer check with partner * Write 1 - 8 on the board and choose 1 S to come and write the answers on the board 1. festival 2. statues 3. bonfires 4. firecrackers 5. fireworks 6. procession 7. traditional dress 8. parade * Elicit that 'parade' is used as a verb here whereas in the text its a noun * CCQs statues - are they normally people, animals or both? both /stæʧu:z/ are they life size? yes Is there more than one? yes firecrackers - do they make a big noise? yes /faɪərkrækərz/ do they scare people? yes Is there more than one? yes fireworks - are they colourful? yes /faɪərwɜ:rks/ can you see them at New Year? yes Is there more than one? yes

Post-Reading (12-15 minutes) • To provide Ss an opportunity to respond to the text and expand on what they've learned

* Design your own festival!! Write using the text to help - prompt: When/where is it, what it celebrates, what people wear, what do they do/eat) * Ss to choose a shape card and find their new partner (that has the same card). * Read their festival designs to each other and ask questions to find out more details

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