TP5 Nastassia Khomich
To provide fluency speaking practice in a conversation in the context of describing bestivals
To provide practice of festival collocazione and language to emphasis in the context of describing festivals
Procedure (37-46 minutes)
Encourage Ss to look at the photos of three festivals (Diwali, Saint Patrick’s Festival, La Tomatina) and discuss three questions in BOR for 3 minutes. 1. Do you know these festivals? 2. Where do you think the festival is taking place? 3. What do you think happens? Board some of their ideas.Keep this brief and move on to reading for gist. Ask questions to check the understanding of the task: Do you need to answer all these questions? (Yes) How many minutes do you have? (3)
Ask Ss to think about two festivals they are aware of: where and when it takes place, what happens and what makes it special. Give Ss 2 minutes to make some notes. When time is up, ask some of the students to share what they have chosen. Ask questions to check the understanding of the task: Do you need to make some notes? (Yes) How many festivals do you need to write about? (Two) How many minutes do you have? (2)
Ss fill the form (Google Doc) vocabulary connected with adjectives, which one can use to describe different festivals, actions which can happen in festivals, \ and language to emphasis. Encourage them to write as many expressions as possible. For brainstorming their ideas they have 3 minutes. When they brainstorm their ideas, provide them with more useful expressions (adjectives: remarkable, incredible, magnificent, astonishing, annual, biennial, month-long, week-long, one-day, three-day; actions: have / hold / host / organize festivals, attend / go to / visit festivals, language to emphasis: inversion after negative adverbials (No way, Not for a minute, Never in a million years, Only when/ after X), by using cleft sentences starting What / All / It / The + place / person / way / think + relate clause) . Practice with them the sentence stress. Point out that cleft sentences are complex sentences and have two parts by asking FCQs. Remind Ss that the examples in the language for emphasis are relevant for spoken (and usually informal) English, and would not usually be suitable in a written context. Prepare this expressions in advance. CCQs: biennial: How often does such event happen? (once every two years) annual: How often does such event happen? (once a year) cleft sentences: How many parts are there in such sentences? (Two) inversion: What comes after No way, Not for a minute, Never in a million years, Only when/ after X ? (auxiliary) Can I use such sentences with the boss of my boss? (No) Encourage Ss to look at the language to emphasis and underline which words they would stress (I read them a phrase, they tell me the stressed words). Answers: No WAY will I..., NEVER in a MILLION YEARS could I..., ONLY when ..., What makes it REALLY amazing is ..., The thing you absolutely CAN'T forget is ...
Ss work in BOR and discuss one of the festivals which they have chosen. For this task they have 7 minutes. After finishing the task, change the rooms and solve some problems if they have happened. Encourage Ss to discuss the second festival in BOR for 7 minutes.
FB on content. Ask questions related to the completion of the task. Relate the most relevant aspects of their interaction. FB on language. Write on the board some sentences (both accurate and inaccurate) and highlight areas of grammar, lexis, pronunciation, appropriate, etc.