Deniz Deniz

A2 level


The topic of this lesson is New Year’s Eve. Three blogs about memorable New Year’s Eves (good and bad!) provide the context for the introduction of past simple irregular verbs.


Abc Power-Point Slides

Main Aims

  • To provide gist and detailed reading practice using a text about memorable New Year's Eves

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of celebrating New Year's Eve


Warmer/Lead-in (0-5 minutes) • To set lesson context and engage students

T greets Ss showing the first slide. T shows three photos and asks Ss to infer from the photos that they are related to the "New Year". T elicits when New Year's Eve is (31st December). Ss focus on the next question and tell if New Year's Eve is an important occasion in their countries.

Pre-Reading (0-10 minutes) • To prepare students for the text and make it accessible

T shares the related link for matching activity in the chatbox and asks Ss to do the task individually in three minutes. T asks following CCQs and drills the meaning and pronunciation: *What's the past form of the verb "go"? (went) *How do we name the 12 o'clock at night? (midnight) *If you want to go upstairs in an apartment, what would you use? (a lift) *5, 4, 3, 2, 1... what am I doing? (countdown) *What sets off in the sky, when you celebrate New Year's Eve? (fireworks)

While-Reading #1 (0-10 minutes) • To provide students with less challenging gist and specific information reading tasks

T makes sure Ss understand the three options. T gives Ss time to read all three stories (8 minutes). T puts Ss into breakout rooms to discuss and check their answers (2 minutes). T shares the answers.

While-Reading #2 (0-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

T focuses on the task and the six sentences, gives the instructions. T gives Ss 3 minutes to read the stories again and 5 minutes to complete the six sentences with an initial. Ss compare and discuss their answers in breakout rooms in 2 minutes.

Post-Reading (0-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T puts Ss in pairs to discuss the questions in 5 minutes T gets some feedback from various groups and correct errors if it is needed.

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