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Everyone's dancing in the streets.
Elementary,G 2 ,B1 (girls) level


This lesson will focus on developing reading skills through gist and specific detailed -based tasks.students will practice skimming in the context of the passage about the clothes you wear at different times.In this lesson, students learn about the unusual festivals around the world and what do people wear on theses festivals. I begin my lesson by writing the names of four famous festivals on the WB and ask students two questions to get them involved in the lesson. Before we begin with the text, we will dwell on the vocabulary. After I divide students into four groups, I will project four pictures on the WB. The students will do a brainstorm activity and tell each other their ideas about what they wear in the festivals. After that, I will distribute two pieces of text to each group. When they finish reading, they will work in pairs and tell each other what happens in these festivals and what do people wear.This will be followed by exercise 3, a True-False exercise. Finally, students will have a speaking activity on festivals.


Abc Power point,flash cards,board,handouts(True and false exercise, match exercise),markers.•

Main Aims

  • Students will be able to use language function on the topic .• To provide scan, detailed and inference reading practice using a text about unusual festivals in the context of big events and what do people wear on these festivals.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation and discussion about what clothes you wear at different times.


Warmer/Lead-in (3-5 minutes) • To activate Ss schemata and raise interest in the topic and to make a connection to their personal live.s

The teacher will talk about her experience ,the festival she attended and clothes worn on that day. The teacher will associate that day with the reading part of the lesson .T asks students some questions: 1.which festival would you like to go to? 2.Why do you have festivals like these in you country? 3.What do people do? T. will write on the board two questions ,and ask students to answer in pars. 1. mention a festival you attended ? 2.What did you wear on that day? Icqs: 1.How many questions will you answer? 2.Will you work individually or in pairs? After asking these questions, I will take feedback from a few students

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible, to clarify the meaning of the new vocabularies and the blocking words.

The teacher gives students some pictures and definitions , including some blocking words.Ex. (festival, carnivale,mask,dragon costume) Ss will match the definitions to the appropriate pictures in groups of four. Icqs: 1.What are you going to match? 2. You will work in pairs or in group of four? CCQs: 1. What do people do on street parties? 2.What do people wear on these street parties? 3.What do you wear on Christmas or Easter? 4.did you attend a party in the street? The teacher will teach the pronunciation of the blocking vocabulary such as(carnivale) Ss. have to repeat the pronunciation of the words.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T.will have students practice skimming through the text quickly to answer some questions. T. writes some questions on the White board and ask students to work in pairs. 1.What is the name of the person in the reading text? 2. Where is he or she ? 3.What is the festival that he or she will attend? Icqs: Which questions are you going to answer? After that, I will nominate the students as 1, 2, 3 and 4. I will give a piece of text to each group. They will do a jigsaw reading.and this exercise will be for gist reading. Each group will read a different paragraph and check their ideas. When they are done with reading, they will work in groups and answer the questions. "What kind of festival is it?" "How do people celebrate them?" During the activity, I will monitor the students and take notes. After this speaking activity, I will give them a true-false exercise.This exercise will be for reading for specific information.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T. gives instructions before handing students materials. Students will be given a worksheet ,including some statements taken from the text.In this part of the lesson, the teacher will have the students decide which of the statements are true and which of them are false. 1.Lucas only speaks Mandarin at work.( ) 2.Lucas would like to go to a party.( ) 3.This week is a carnevale in Venice( ) The second activity ,the teacher will give students a piece of paper, including questions about: 1. what will the character wear in the festival? 2.Where is the party that Diana is going to attend? 3. What is she going to wear?

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1. T. will give give a piece of paper to each one in the class and have them use the blocking vocabulary in a sentence 2. T. will have students share their papers and discuss in groups the blocking words they have learnt in today's lesson. In this stage also, I will ask students some questions to set up a speaking activity. "Which festival would you like to go to? Why?" "What will you wear on this festival? I will put them in pairs start a conversation between the students. While they speak, I will monitor them and take notes about their mistakes. Later, we will do error correction.

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