TriciaG TriciaG

Pre-intermediatte level


In this lesson, students will develop new vocabulary in the context of holidays and speaking for fluency.


Abc Word document handout
Abc Cunningham Sara, et al. “New Cutting-Edge Pre-Intermediate. SB

Main Aims

  • • By the end of the session, students will have learned new vocabulary regarding traveling and holidays. They will be able to talk about their holidays and preferences.

Subsidiary Aims

  • To provide review and practice of holiday and travel vocabulary in the context of booking and preparing to travel, good and bad experiences, and holiday preferences.


Warmer/Lead-in (0-5 minutes) • To set lesson context, engage students, and prepare them for the target language.

The teacher greets the students and starts by showing photos on slide one as a warm-up.: 1. Look at the following photos. What are they about? = Traveling and Holidays  Do they show positive or negative things about holidays? = some holidays are very good, others very bad. 2. Students will discuss in pairs the following questions: (2 minutes) • What do you see? • What are they doing? • Where are they? • What is happening?

Exposure and Highlighting (0-10 minutes) • To draw students' attention to the target language and To demonstrate specific vocabulary and lexical phrases related to traveling and holidays.

SET CONTEXT utilizing visuals on the slide DEFINE MEANING. The teacher asks questions: What are they doing? Where are they? What is happening? The teacher also provides real language examples. CHECK UNDERSTANDING—The teacher will check students understand, and the students will complete a brief sentence. 1. To book/booking, Example: Booking a flight 2. Queue / Queueing. Example: People are waiting in a queue/“They have to queue for ages.” 3. Delay/delayed. Example: Their flight is delayed. 4. A crowd/crowded. Example: A crowded beach.

Concept Checking and Clarification (0-5 minutes) • To clarify, review and check understanding (meaning), form or pronunciation of the target language

Students will complete the sentences to review and check students understand the target language. Complete the sentences: Complete the sentences:{book, crowd, queuing for ages, queue, and delayed) • The bad weather _delayed_____ all the traffic. • When we finally arrived at the restaurant, a huge (large) ______crowd___ gathered in the middle of the street. • The _____queue______ in front of the restaurant was too long. People said they have been ______queuing for ages__ before we arrived. • I was not able to _______book___ a table before we left home.

Controlled Practice (0-10 minutes) • To provide students with more challenging detailed deduction and inference based on the sentences in the activity.

2. Activity – Postcard or Brochure (Activity and Demonstration.) Directions: • WORKING IN PAIRS. Read the four extracts and discuss the meaning of the words and phrases in bold. Write P if the extract comes from a postcard/email and B if it comes from a holiday brochure. Target Language: • There are plenty of (excursions, etc.) and There is absolutely nothing to do • Self-catering accommodations/lodging with kitchen • To get away (to go somewhere else for holidays) 1. “…there’s absolutely no nightlife and absolutely nothing to do here except…” Postcard 2. “…or if you prefer self-catering accommodation, there are comfortable…” Brochure 3. “There are plenty of excursions where you will have the opportunity to visit…” Brochure 4. “…and I have always wanted to go on a cruise, so we decided to get away for a couple of weeks…” Postcard.

Semi-Controlled Practice- Speaking for Fluency. To provide students with free practice of the target language (0-10 minutes) • Personalize the topic and provide speaking practice. To practice and use the target language.

3. HOLIDAYS!/ (vacations) Tell me your story! Directions: (a) Tell your partner a holiday story. Use some of the phrases learned: • Where did you GET AWAY? Where did you go? • Did you BOOK a flight? Train? Bus? • Was your trip DELAYED? Why? • Was there PLENTY TO DO? OR ABSOLUTELY NOTHING TO DO? • Was the place empty or CROWDED? • Did you have to wait in a QUEUE? Where? • Did you book a self-catering accommodation to prepare your meals? Or went out to eat? • In general, was it a good experience/positive? Or a bad experience?/ negative? (b) Share what is most important for you and why? • Sightseeing • The accommodations/hotel • The weather • The scenery • The nightlife • The shops

Whole Class Feedback (40-45 minutes) • Learn from each-other similarities and differences and correct common mistakes.

ELT will ask: (slide 13) 1) What do you have in common? (similarities) 2) What are the differences? Delayed Correction Feedback in open class: ask students where the errors are and elicit correct versions from the students.

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