Salma Ali Saeed Salma Ali Saeed

Our holiday
Step 3 - level 8 - session 1 level


No materials added to this plan yet.

Main Aims

  • To provide review, clarification and practice of suitcase vocabularies in the context of Our holiday
  • To provide clarification, review and practice of future with going to in the context of Our holiday

Subsidiary Aims

  • By the end of the lesson, students will be better able to practice listening for gist, specific information and detailed in the context of our holiday


Warmer (3-5 minutes) • To warm up and get the students ready for the lesson

1- Set them into 2 teams and have each team act a word for the other team and the other team has to guess the word in 30 seconds. 2-ICQ : how much time do you have ? 30 secs. do you speak or just act ? just act

Lead in (3-5 minutes) • To set the context and engage students

1- Have the students' attention and you can show them a picture of your last holiday then tell them about your favourite holiday, where and when it was. 2- Set them in pairs and ask them to tell each other about their favorite holiday where and when was it? 3- Monitor then listen to their answers.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

1- Divide them into teams and give them an empty suitcase (check file for the material) and the target vocabs (sun cream-hair brush-towel-soap-tooth brush-toothpaste-shampoo) flashcard and written record. 2- Have them stick the word with the picture in the suit case according to their needs. 3- ICQs: are you sticking pictures only or picture with words? 4- Monitor and take notes on the words they matched wrongly.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

1- They most probably won't have difficult words but just in case if there are any difficulties show them the ppt and teach the difficult or the new ones to them. 2- Follow the ECDW.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

1- Ask them individually to order the letter to write the words then match it to the picture.HO#1 ICQs: are the words written in order? NO after you order the letters are you matching ? YES 2- Have them check answers in pairs then provide a final feedback.

Pre-Listening (1 minutes) • To prepare students for the text and make it accessible

1- Grab the students' attention and tell them they are going to listen to a family talking together.

While/Listening #1 (3-5 minutes) • To provide students with less challenging gist listening tasks

1- Ask the students to watch the video the answer the question : what are they doing? 2- Let them check answers in pairs and them nominate to get the answer and provide feedback.

While-Listening #2 (5-8 minutes) • To provide students with more challenging detailed listening tasks

1- Tell the students to listen again and answer these questions HO#2 who said " I'm going to skateboard? who said " I'm not going to take a suitcase? ICQs: are you answering one question or 2? 2- Have them check their answers and then provide feedback.

Highlighting (3-5 minutes) • To draw students' attention to the target language

1- Write the answers of HO#2 on the board in the correct form Leo said " I'm going to skateboard and Amy said she's Not going to take a suitcase. 2- Elicit more sentences like " after the session ,you're going to go home." elicit by asking if someone is going to eat after the session and write "we're going to eat after the class." 3- Make sure to write the sentences and highlight v(erb to be) with red and (going to) with blue.

Clarification (10-20 minutes) • To clarify the meaning, form and pronunciation of the target language

1- Ask them: are they talking about holiday that finished or will begin/start in the future? elicit start in the future , are they planning/preparing for their holiday? yes 2- Clarify that when we speak about plans in the future we use "going to". 3- Drill with them the highlighted sentences and focus on the contractions ('s 're 'm) 4- Start eliciting the rule and ask them what's the beginning of the sentence? subject or I ,Amy and We then draw a circle on verb to be and elicit " what comes after the subject in each sentence? verb to be am-is-are. after that comes "going to" and highlight the verb after to clarify that after going to comes the base form of the verb. Subject + am-is-are + going to + verb inf OR I + 'm + going to + verb inf she/he/it + 's + going to + verb inf we/they/you + 're + going to + verb inf 5- CCQs: write wrong sentences and have they detect the mistake and correct it. 6- Recap the rule one more time. 7- Introduce the time words with going to >> tomorrow/ later/ soon/ next month, week, year. 8- Using the same elicited sentences , clarify that we start the question with verb to be and then comes the subject + going to+ inf.(scissors ways) for example Are you going to skate? Yes, I am- No, I'm not. Is Amy(she) going to take a suitcase? No , she isn't - Yes, she is. Are they going to go on holiday ? Yes, they are.- No they aren't. Are/Is + subject + going to+ verb inf ? 9- CCQs: write wrong sentences and have they detect the mistake and correct it. 10- Recap the question rule one more time.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

1- Chest exercise 3 page 117 and tell them to read and circle the correct answer. ICQs : are you going to complete or circle the answer ? circle. 2- Monitor and Micro teach if needed. 3- Have them check their answers in pairs and then nominate for final feedback. 4- Do the same previous steps with exercise 4.

Controlled Oral Practice (5-10 minutes) • To concept check further and prepare students for free practice

1- Have the students sit in pairs and ask each other about the people's suitcase using Is.... going to ..... ? Yes, she/he is.- No, she/he isn't. 2- Demonstrate first. 2- Monitor and take notes for further feedback. 3- Provide a final feedback on the language

Free Practice (8-10 minutes) • To provide students with free practice of the target language

1- Set them in pairs and give each time list of items to take on a holiday as if they are going to shop for the items they are going to take. 2- Ask them to choose what items they're going to take on their next holiday using I'm going to .... and tell their partner. 3- Monitor and take notes 4- Ask each one to speak about what his/her partner is going to take. 5- Provide final feedback.

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