Jin Jin

TP5 LP_Jin Won
Upper-intermediate level


In this lesson, students will practice their speaking skills in the context of Mexican superstitions.


Abc Powerpoint slides
Abc Zoom
Abc Wacom tablet

Main Aims

  • To provide fluency speaking practice in a conversation in the context of superstition

Subsidiary Aims

  • To provide clarification of be supposed to, believe in, sweep, prove in the context of superstition


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T. will show the following questions to Ss. What did you do on New Year’s Eve? Did you follow any superstitious tradition in your country? T. will ask a student to ask the questions to the T. that he can provide model answers to the Ss. Ss. Will go into breakout rooms and briefly discuss these questions.

Exposure (6-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

T. will ask Ss. to come up with as many Mexican superstitions as possible in groups of three or four in breakout rooms and make some notes. (3 min) T. will show a YouTube video about Mexican superstitions. Ss. need to tick the superstitions they just wrote down in their groups, if they are mentioned in the video. (4 min) T. asks Ss. how many superstitions they ticked off from their list.

Useful Language (8-9 minutes) • To highlight and clarify useful language for coming productive tasks

T. covers MFP of the following lexical items: be supposed to, believe in, sweep, prove.

Productive Task(s) (19-20 minutes) • To provide an opportunity to practice target productive skills

Students discuss the following questions in breakout rooms in two sessions, either in pairs or groups of three. Each breakout room session lasts 6 minutes and is followed by OCFB that lasts 4 minutes. 1. Do you have any objects that are supposed to bring good luck? If so, what are they? 2. Do you think that there is some truth behind superstitions? 1. Do you think you are a superstitious person? If you’re not, is your family superstitious? Which superstitions do you or your family members believe in? 2. How do you think some superstitions started? Do you know the exact origin of any superstition?

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

T. writes down two or three sentences with mistakes and go over them with the Ss.

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