ПРИЛОЖЕНИЕ 1
A lesson plan
PACKING FOR A HOLIDAY1
The Teacher’s Name:
Town:
General topic2: Travel and Leisure
Level3: elementary –pre-intermediate
Form: Form 6
The main aim of the lesson:
 to review, introduce and practise items in the lexical set “holiday clothes and
accessories’
 develop speaking skills in situation of packing for a holiday
Time: 45 min
Materials and equipment required: a suitcase or a picture of a suitcase, holiday items or
pictures of them, sets of flashcards showing different types of holiday equal in number to the
number of pairs, poster with formulas of agreeing and disagreeing, picture cards with different
holiday destination, a copy of a crossword for each student
Teacher’s Preparation: print out the hand-outs and cut-outs, if available get the PC and OHP
ready with the formulas of agreeing and disagreeing or other necessary information
LESSON PROCEDURE
PPP
Time
Teacher does/says
Students do/say &
interaction pattern
Opening
1
Teacher brings a suitcase into T→Ss
class and tells the class he or
she is going on holiday soon.
3
5
1
Teacher invites students to
guess what items are in the
suitcase. For every correct
guess, the teacher praises the
students and pulls the item
out of the suitcase.
Warm-up
Ss→T
Ss: sunglasses, shorts, Tshirt, … 4
Presentation of new vocabulary
Teacher models correct form T→Ss
of any mispronounced
Ss write down new
Materials
Stage
Objective
a suitcase
or a
picture of
a suitcase
generate
interest in the
topic; provide
a context of a
lesson
a suitcase
or a box
with a
picture of
a suitcase;
sunglasses
, shorts, Tshirt, …
revise
previously
studied
vocabulary
items
swimsuit,
… or
provide written
and spoken
The topic of the lesson
within the topic list of the CEFR or the general topic of the coursebook module (e.g., Daily
Life, Travel, Services, Weather etc.)
3
to be chosen from: elementary, pre-intermediate, intermediate, upper-intermediate, advanced
4
innumerate all vocabulary items used at this step of the lesson
2
3
2
4
2
6
4
vocabulary and provides
English form of L1 guesses,
writing them on the board.
Teacher then introduces the
few additional items which
class did not guess.
Teacher conducts a choral
and individual drill with the
new vocabulary. Teacher
holds up each item from the
suitcase in turn and says the
word.
Teacher holds up an item, e.g.
the swimsuit, and says a
simple sentence:
This is a beach ball.
vocabulary items: swimsuit,
…4
pictures of
these
items
form of new
vocabulary
T→Ss
The class repeats the word
after teacher has
pronounced it.
see above
train accuracy
of new items
pronunciation
T→Ss + S, S, S (choral and see above
individual practice).
Ss must correct the sentence
calling out:
‘No! It’s a swimsuit!’
If the sentence is correct, the
students repeat it.
Teacher invites some students S, S, S→Ss
see above
to lead the activity described
above
New vocabulary practice
Teacher picks up a beach
T→Ss
flashcards
flashcard (from a pile of
Students listen and respond showing
flashcards showing different
‘yes’ or ‘no’.
different
types of holiday).
types of
T says: ‘On a beach holiday, I
holiday
take ...’ and names 3 items
from the list of items on the
board. Sometimes, one of the
items is not appropriate for
that type of holiday.
Teacher puts students into
S↔S
sets of
pairs and gives each pair a set Partners take it in turns to
flashcards
of flashcards showing
take on teacher role from
equal in
different types of holiday.
previous stage and respond
number to
T monitors the activity and
to their partner’s sentences
the
corrects pronunciation
with ‘yes’ or ‘no’.
number of
mistakes.
pairs
Production
Teacher puts students into
T→Ss
poster
four groups.
Students get into four
with
T: ‘Now in groups choose
groups. S, S, S translate
formulas
where you would like to go on formulas of agreeing and
of
holidays and decide what you disagreeing, Ss repeat in
agreeing
would like to take with you.
chorus.
and
Take 7 items with you.
disagreein
Use the following prompts to
g
participate in a conversation’
T shows a poster with
formulas of agreeing and
check the
understanding
of new items
meanings
see above
model
controlled
practice
activity
practice new
vocabulary
items in a
controlled
practice
activity
instruct
students:
provide them
with a
situational
context,
communicative
goal and
necessary
language for
speaking
12
3
disagreeing and asks Ssto
translate from Russian into
English
Teacher monitors the activity
and feeds in other new
vocabulary where necessary.
As homework teacher asks
students to solve a crossword
puzzle with holiday items.
activity
Ss↔Ss
Each group chooses a
holiday destination from
picture cards. The group
talk together and compile a
packing list including items
presented in class and their
own ideas.
S1: Well, guys, let’s go to…
S2: I agree.
S3: I don’t agree. It’s winter
now. Let’s go to…
S1, 2, 4: A good idea!
S4: Let’s take a … and a …5
Closing
picture
cards with
different
holiday
destination
, poster
with
formulas
practice
speaking skills
using new
vocabulary
items in freer
practice
activity
a copy of a
crossword
for each
student
practice
spelling of new
items and
check
meanings
Reflection comments if any
At the production stage students might face the problem of lacking language when explaining why
they would like to go to a particular destination or why they would like to take a particular item.
Before speaking activity teacher could introduce necessary structure with “because” sentences or
provide students with listening as a model. If time allows teacher could also ask groups to report
on their decision explaining their choices.
5
provide a model of students’ talk