Thomas Dowling Thomas Dowling

Party lesson
Intermediate level


In this lesson, Ss will begin with a warmer and some listening that will set-up for the subsequent vocabulary focus which is on vocabulary, specially the verb collocation of do/make plus the noun.


Abc Student Book HO

Main Aims

  • To provide clarification and practice of do and make in the context of Party (Chinese New Year)

Subsidiary Aims

  • To provide specific information listening practice using a text about Chinese New Year in the context of Parties


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

Keeping with the context established in the previous lesson, T will adapt the Student Book, (exercise) 1 as a warmer. T will write 'New Year's Eve' on the board and get the Ss to... 1 Talk about last New Year's (Where were you, who were you with, what did you do) 2 Talk about your best New Year's Eve (Why was it so good).

Listening Practice (5-7 minutes) • Listening Practice in the Context of Parties and Chinese New Year

T will then tell the students that they will do exercise 2 and explain that they have to answer true or false statements. E.g.: New Year's Eve is on 31st of December. True or false? True. New Year's Day is on the 2nd of January. False. (1 minute) T asks Ss to look at exercise 2. Work with a partner to answer the statements. [T arranges Ss into Dragons and Tigers; Foxes and Snakes [characters on the top of the HOs] (1-2 minutes) Listen to the CD to see if you are correct (2 minutes). T explains that it will be played once only so think about those the questions). Dragons check with Foxes; Tigers check with Snakes. (1 minute) Then give answer key.

Test #1 (5-7 minutes) • To gauge students' prior knowledge of the target language

Thinking about the listening (which was about what??), T will ask Ss to complete exercise 2 individually (2 minutes). Ss check with each other (1-2 mins) WCFB: Ss will write their answers on the WB for a-f, and Ss will read the sentence. T will elicit a consensus from the class before confirming if their answers are correct (2-3 mins)

Teach (12-18 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

The verbs make and do are collocations. Elicit what collocations might mean. T collocations are vocabulary relationships; they are words that go together. CCQ: who is married? Collocations are words that go together, like a husband and wife. 'Do' and 'make,' are combined with nouns to talk about actions we perform. For example (referring to the text), the verb 'make' and 'New Year's resolutions.' Only some words go with other words, so, 'do' doesn't go with 'New Year's resolutions, example. Generally speaking, we use 'do' for household tasks (Do the ironing). Can you give me some examples? It's also used to talk about daily jobs. (e.g.: Do your homework) And 'make' for activities that create things. Can you give me some examples? (I made a mess; I'm making the dinner; I will make some pancakes). CCQs: Are all of the answers in exercise 2 in present simple? No, past simple, too. What is the past tense of 'do' and 'made' (did and make). Give me some examples of things you did or made in the past. With you partner, ask them questions a-f.

Test #2 Arrange Vocabulary into a Grid (8-12 minutes) • Check students' use of the target language again and compare with the first test

T will give the students a T HO and instruct them to arrange the vocabulary into the heading on the sheet to test if they understood the collocation of do and make with the nouns. Check with your partner. Get Ss to write the noun in the write column and create a sentence.

If Time Activity (Exercise 3) • Consolidate Learning

T asks Ss to make six collocations using the vocabulary from the second test. Ss exchange ideas with their partners.

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