Maria Dora Pavel Maria Dora Pavel

False beginners/Elementary level


Abc Matching HO

Main Aims

  • By the end of the lesson the ss will have practised writing about things one can do on holiday in 5 different countries using CAN DO structures in the context of holidays.

Subsidiary Aims

  • To activate ss' passive holiday-related vocabulary and to add new in order to enable them to do the writing task.


Warm-up (2-2 minutes) • To introduce the lesson topic and activate ss' schemata.

T comes to the lesson with some summer holiday objects to suggest she is going on holiday. T elicits where she may be going on holiday. Ss answer.

Vocab elicitation (5-5 minutes) • To re-activate ss' passive holiday-related vocab

T elicits 2 or 3 holiday-related words as a model then organises ss in groups of 3 or 4 and gets them to write down all the words that come to their mind when they hear the word 'holiday'. T sets a time limit. (3 min.)

Vocabulary Activity 1 (5-5 minutes) • To teach vocab related to the things that one can do on holiday.

The T puts ss in pairs and tells them they are going to match an action with an object. Then they have to write down the phrases. She draws their attention to the model. "So what can you do on holiday?" "go camping". Ss do the activity in pairs. T monitors.

Vocabulary mind map (5-7 minutes) • To review the vocab.

T gives whole-class feedback for the previous activity by asking ss to say what phrases they could find, putting a mind map on the WB and eliciting more possible phrases (collocations). Then she asks ss to make some sentences to answer the question "What can you do on holiday?" She writes a sentence on the WB then asks 2 ss to write their sentences on the WB.

Quiz activity (5-6 minutes) • To set the context for the production activity and make use of the revised language.

T puts the class in pairs. She chests the Holiday Brochures HO, elicits what a brochure is and tells ss to take a good look at the pictures and, with their partner, discuss what they can see in the pictures. Then she gives them the quiz HO and asks them to give short answers to the questions. Ss work in pairs and write down their answers. T monitors. Whole-class feedback.

Writing holiday brochures (14-15 minutes) • To provide ss with the opportunity to practice writing the things you can do on holiday in 4 or 5 different countries.

T divides the class into groups of 3 or 4 ss and tells them they are going to write holiday brochures for 5 different countries (including their own) based on what they can see in the pictures plus free practice for Turkey. This will help their friends decide where they would spend their holiday. Ss work in groups and write the brochures. T monitors and provides error-correction.

Ending the lessson (1 minutes) • To praise the ss for their good work and conclude the lesson.

T congratulates ss for their good work, thanks them for their participaton and concludes the lesson.

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