Teacher will show 3 photos related to the topic and ask students if these photos show positive or negative things about holidays. This is a whole class discussion that should last about 2 min.

Students will be given 3 min to read the text presented and decide if each extract comes from a postcard/email(P) or from a holiday brochure(B). They will write P or B next to the corresponding extract. One example will be done for them (ICQs are used to check understanding).They will do this quickly, since they will be only reading for gist. Then, they will be given 2 min to compare their answers before visual OCFB.

Students will see boxes with the TL and their corresponding definitions. They will have 2 min to choose a word from the boxes to match the definitions. One example will be done for them (ICQs are used to check understanding). Then, they will have 2 minutes to compare answers before OCFB. After this, students will see each lexical item in context (5 lexical items- 5 sentences). Here, teacher will elicit the form and pronunciation of each word from the students.

At this stage students will be given 2 min to complete the sentences with a word from the box they previously worked on (target language). The first example will be given (ICQs are used to check understanding). These sentences will help them to give a natural context to the TL so they can assimilate it better. Then, they will be given 2 min to compare their answers before visual OCFB.

Here I will tell students a story about a holiday of my own. Then, students will have 4 min to discuss in pairs about a holiday they had that was either very good or very bad. They will be asked to use at least 1 of the lexical items just learned (ICQs are used to check understanding). After that, they will report back to the class about what they learnt from their classmates. Finally, teacher will conduct feedback and DEC.