Lesson Plan. A2. Topic: Celebrations

Ingls y su Enseanza III.
Student: Adriana Corral

Unit 3: Celebrations around the world
Final Task: record videos about celebrations around world.
Global communicative objectives
During the unit students will gain insight into foreign cultures and their owns.
Develop, with a degree of communicative competence in accordance with their
level, the ability and knowledge necessary to:
Extract specific information from oral and written texts.
Organize the information in charts, conceptual maps.
Write descriptive texts.
Produce oral and written instructions
Give an oral presentation on the topic,
Figure out how to produce the video: speech, costumes, and scenography.
Discuss with their partners, make suggestions, negotiate, achieve to an
agreement.
Note: in the process of developing the necessary abilities, students will watch
some videos and do some readings and writings in connection with the topic.
During the unit, in order to achieve the global communicative objectives, students
will recycle their specific linguistic knowledges, like Present Simple Tense, and
acquire new linguistic items like ordinals, saying the date, imperative clauses to
follow and give oral and written instructions, expressions to make suggestions:
Why dont we?, Lets.., How about.?, specific vocabulary.
Lesson 1.
Age of the students: 12/13

Year: 1st ES
Level: elementary.
Number of students: 30
Length: 60.
Students objectives/aims: expose students to important festivals that give them
insight into different cultures. Introduce the topic. Interact in groups to infer the
Ingls y su Enseanza III. Student: Adriana Corral

name of the celebrations. Talk about other celebrations. Recycle the Present
Simple in context. Recycle time prepositions. Read a text about the Lantern
Festival in Thailand and answer to written questions on the topic.
.
Evidence that the objectives have been achieved: Communicative task: students
write questions about the issues they want to know about the celebrations.
Language skills: speaking (group interaction). Intensive reading. Listening to the
teacher and their mates. Writing: answering and making questions.
Language systems:
Grammar: Present simple. Interrogative adverbs. Time prepositions.

Vocabulary: related to different celebrations around the world. Months of the year
(revision)
Functions: describing images, interacting with their mates to get to a conclusion,
asking for information. Talking about their celebrations.
Pronunciation: drilling new vocabulary
Intelligences developed: Visual, Interpersonal, Intrapersonal, Verbal-linguistic,
Logical-mathematical
Materials: posters. Flash cards. Worksheets. Blackboard. Markers.
Assumptions: I assume that students have already developed the proficiency level
needed to follow this class.
Anticipated problems: If the students do not understand an explanation, I will ask
their mates to say what they have understood, I will explain it again and ultimately I
will resort to mother tongue. If there is no time to finish with all the activities, I will
tell the students to perform the task at home.
Warm-up
We sing together a song that students have learned in the previous unit. Its about
Holidays
https://www.youtube.com/watch?v=JsyEX9iIN-I
Stage 1 Pre- Task. Lead-in

Five posters related to celebrations around the world have been stick on the walls.
They represent Rio Carnival; New Year's Eve in Sydney, Australia; Halloween,
USA; Lantern Festival, Thailand; La Tomatina, Buol, Spain.
Students will be asked to go around and observe the images. The teacher
explains that those are pictures of the most popular celebrations around the world;
they will work on this topic and by the end of the unit they will have to record a
video about a certain festival to upload to the school website. For the occasion,
they will have to use costumes and create an appropriate scenography.
Then they sit in groups of 6. They will try to answer the following questions. (The
teacher monitors and assists them)
The teacher writes on the board
CELEBRATIONS
WHAT CAN YOU SEE IN THE IMAGES?
DO YOU RECOGNIZE THE CELEBRATION?
WHICH ONE SEEMS TO BE FUNNIER?
As they discuss on the topic, new vocabulary will come up. It will be provided by
students or the teacher. It will be written on the board and repeated in order to
focus on pronunciation.
Throwing tomatoes
Lanterns floating. Asian
people
Fireworks
Masks. Costumes
Pumpkins. Jack- olantern
After the discussion, each group will be given a flash

card with the name of a celebration (at random). They will have to label the
pictures; as a result, more discussion will be generated. They will label the pictures
based on their knowledge of the world and the scaffolding provided by the previous

small group discussion. Finally, the teacher reads every label, and makes them
repeat for pronunciation.
Rio Carnival
Lantern Festival,
Thailand
New Year's Eve in

Sydney, Australia
Halloween, USA
La Tomatina, Buol,
Spain.
Stage 2 enabling task

Pre-task
Teacher asks students to mention other celebrations, so as to provide them with
the necessary vocabulary a worksheet is handed out.
Worksheet 1
When do these celebrations take place?

Task
Students perform their task in pairs. Then, there will be a whole class correction,
during which the teacher will focus on meaning, pronunciation and will also recycle
the Present Simple and time preposition: at, on, in.
Do your parents celebrate St Valentines Day?

When do they celebrate it?
Do you celebrate Christmas? When do we celebrate Christmas?
And so on
The
questions
are written
on the
board.
Does your father give you chocolate eggs for Eastern?

Does your mother cook turkey for Christmas?
(Short answers are encouraged)
Yes, he does.
No, she doesnt
yes, they do.
Post-task
The previous activity aims at stimulating students self-confidence in using the
grammatical item learned communicatively. In addition to providing leading
questions, a model text is presented to help student to easily focus on the rule.
(worksheet 2)
I
present worksheet 2 a text taken from the CNN (adapted)

(http://edition.cnn.com/2014/11/12/travel/thailand-loi-krathong-festival/) so as to
help students notice the grammatical item in context.
In the next step, I explicitly tell the students that they are working on the present
simple, that they have already seen. I works on the rule, and ask the students to
provide examples working as a whole class.
Worksheet 2
a)The Loi Krathong festival- Lantern Festival in Thailand

The Lantern festival marks the end of the rainy season.
The celebration takes place in November in Thailand.
People adorn the rivers and lakes with floating flowers with candles.
Thousands of paper lanterns fly into the night sky for good luck.
During the celebration, people worship Buddha and the goddess of the river.
Tourists, conversely, dont go for religious purposes.
-Working in groups: Read and answer the questions with full sentences.
Does the text describe a traditional celebration?
Where does it take place?
When does it take place?
How do people celebrate Loi Krathrong?
Why do they hold this festival?
b) Lets reflect on the rule. Complete with your own examples. Whole class
Present Simple
something that is true in the present:
something that happens again and again in

the present:
something that is always true:
we use do and does to make questions.

We use does for the third person (she/he/it)
With the present tense we use do and does
to make negatives.
We use does not (doesnt) for the third
person (she/he/it)
We use the present tense to talk about:

I teach English
People celebrate Loi Krathong every year.
Water boils at 100 degrees.
- Why do they hold this festival?
- Does the festival take place in winter?
We use doe for the other persons
(I,you,we,they)
- We dont celebrate Loi Kathrong
- Loi Kathrong doesnt take place in winter.
7

Next, the students will use the rule to revise the answers to the questions in a).
Stage 4. Communicative task
Finally, following the examples of the questions in a) the students, working in
groups, will formulate questions about what they want to know about the
other celebrations we have mentioned: New Years Eve, The Tomatina,

Halloween, Rio Carnival.
The questions will be handed in at the end of the lesson as the teacher will use
them in the future.
Lesson 2
Students objectives/aims: Appealing to students musical intelligence, review the

name of the celebrations. Work on vocabulary using Quizlet. Use Google Map to complete
a chart about the different countries. Peer and teacher correction of the questions about
the celebrations (Lesson 1. Stage 4). Listening for the gist and for specific information.
Evidence that the objectives have been achieved: Students will be able to perform
the different activities proposed by Quizlet. Reading for specific information: Students will
be able to read a short text and complete a chart. Watching and listening: students will be
able to do a multiple choice exercise.
Language skills: speaking (group interaction). Reading for specific information.

Listening to the teacher and their mates. Writing: completing a chart. Listening for the gist
and for specific information.
Language systems:
Grammar:
Present simple. Interrogative adverbs
Vocabulary: related to different celebrations around the world. Different activities:

image-word matching. Word-definition matching. Spelling. Pronunciation. Vocabulary
related to geographic places.
Functions: interacting with their mates to get to a conclusion, searching for

information, describing the main features of a country.
Intelligences developed: Visual, Interpersonal, Verbal-linguistic, Logicalmathematical, Musical
Materials: posters. Songs. Computers Quizlet sets. Flash cards. Worksheets.

Google maps. Projetor. Power Point. Blackboard. Markers.
Video about the Tomatina: https://www.youtube.com/watch?v=RtbJqnFEydI
Assumptions: I assume that students know how to use the web quite effectively.
8
Anticipated problems: I will print the Quizlet pdf and the Google Maps Quick Facts
just in case the internet connection doesnt work properly. I will download the video in
advance
Warm-up / lead-in (Group of 5)

Students will listen to 5 different pieces of music, one for each celebration. Divided
in the original groups, they will have to guess what the songs refer to. The group
that guesses the songs correctly will choose its own festivities. The others will be
design at random.
Students wont watch the videos, they will just listen to the music that has been
previously converted to mp3 by the teacher.
Listen to the songs. Write on a piece of paper the name of the festival they refer to
from 1 to 5. No spelling mistakes!!
The first group that hands in the right list will choose its celebration
Traditional music
v=ncRHL3u8nRQ
from
Valencia-
La
Tomatina-
https://www.youtube.com/watch?
Auld Lang Syne https://www.youtube.com/watch?v=lvJRmdN9iyU

Samba https://www.youtube.com/watch?v=yZWPYGbcVR8
Thriller by Michael Jackson https://www.youtube.com/watch?v=xIx_HbmRnQY
Loy Krathong v=CBbEXrCrJqo
Old
Tha
Classic
Song
Stage 1
It has already been defined the festivity for each group. Lets work now on the
vocabulary
Enter in Quizlet. Work on the study set I have prepared for you. They will use their
computers to play and fix the new vocabulary. Quizlet is a web tool where you can
make flashcard sets, which can be used in a variety of ways both in the classroom
and by students at home. Its free, easy and will save you valuable classroom and
preparation time. (Robbio Warre, 2014)
https://quizlet.com/adriana_corral :
https://quizlet.com/107880479/the-tomatina-flash-cards/
9

https://quizlet.com/107888895/loi-kathrong-festival-flash-cards/?new
https://quizlet.com/29221808/halloween-flash-cards/
https://quizlet.com/17378742/new-years-eve-flash-cards/
https://quizlet.com/107939518/rio-carnival-flash-cards/
Anticipated problems: I will print the quizlet flashcards in advance, in the event the
internet connection does not work properly
I will ask students to mention the new words aloud, and I will work on
pronunciation.
Worksheet 3
Group work (each
group will work on
their designed
festivity)
Search Google
Maps for information
about the country
where your
celebration takes
place: Australia,
Spain, Brazil, Thailand
and United States.
You will include this
information in your
videos.
Task: Read the Quick
Facts section and
complete the following
chart
Country
Continent
Capital
Main Cities
Main Attractions
Population
Stage 2 CommunicativeTask
Students have seen the places where the celebrations
take place in their Quizlet set. Now they will search
the web for information about the countries.
Pre-task: divide the class. Set the conditions to work.
Explain the task: Read the text to complete the chart,
you dont need to understand every single word.
Keep the chart; you will need it for the final video.
While they work, I will monitor and assist them.
Brazil, a vast South

The U.S. is a country
American
country,
of 50 states covering a
stretches
from
the
vast swath of North
Amazon Basin in the
America, with Alaska
north to vineyards and
in
the
extreme
massive Iguau Falls in
Northwest and Hawaii
the
south.
Rio
de
extending the nations
Janeiro,
symbolized
by
presence
into
the
its 38m Christ the Redeemer statue atop Mt.
Corcovado, is famed for its busy Copacabana and
Ipanema beaches as well as its enormous Carnival
festival, featuring parade floats, flamboyant
costumes and samba. Population:200.4 million
(2013)
10

Currency:Brazilian real
Capital:Braslia
Australia is a country,
and continent,
surrounded by the Indian
and Pacific oceans. Its
major cities Sydney,
Brisbane, Melbourne,
Perth, Adelaide are
coastal, but its capital,
Canberra, is inland and
nicknamed the "Bush
Capital." The country is
known for its Sydney
Opera House, Great
Spain, on Europes Iberian Peninsula, is really 17

autonomous regions, each with its own geography
and culture. The capital, Madrid, is home to the
Royal Palace and singular Prado museum, housing
works by European masters, and Segovia to the
north has a fairy-tale medieval castle and Roman
aqueduct. Catalonias capital, Barcelona, is defined
by Antoni Gauds quirky modernist architecture,
including the Sagrada Famlia basilica.
Capital:Madrid
Population:46.77 million (2014)
Thailand is a country on Southeast Asias Indochina peninsula known for

tropical beaches, opulent royal palaces, ancient ruins and ornate temples
displaying figures of Buddha, a revered symbol. In Bangkok, the capital, an
ultramodern cityscape rises next to quiet canal and riverside communities.
Commercial hubs such as Chinatown consist of labyrinthine alleys crammed
with shop houses, markets and diners.
Currency:Thai baht
Capital:Bangkok
Population:67.01 million (2013)
Stage 3
The teacher has created a power point with the questions made by the groups the
previous lesson. She will project them and will ask the students to edit the
questions and make new ones if necessary. They will be encouraged to use the
new vocabulary they have already learned. There will be a peer and teacher
assessment of the written production. After the formal aspect are solved, the
teacher will make students read the questions in order to focus on meaning (Do
students fully understand the question?) and pronunciation.
11
Worksheet 4
Listen and Watch
(Whole class)
Whats the video
about? (oral)
Listen and choose the
right answer. Compare
with your partners.
- When does the party
take place?
After
will be
help
Stage
multiple
First,
asked
country
they
Then
do the
multiple
be
on a hot
summer day
on a cold winter
day
- How many people
take part in the
celebration?
Ten people
Ten thousands
of people
- How do they carry
the tomatoes?
In 3 trucks
In 5 trucks
- How long does the
fiesta last?
1 hour
1 day
the whole group correction, the questions

printed and handed out. These questions will
them develop the final task.
4
Students will watch a video
v=RtbJqnFEydI and they will complete a
choice activity.
they will watch it for the gist. They will be
orally the name of the celebration, the
where its celebrated and the information
remember about Spain. (Eliciting previous
knowledge)
they will listen to the video at least twice to
exercise individually. First, they will read the
choice activity so as to give them a listening
purpose. I explain that this information will
useful for the final task. Whole class
correction.
What do people do
next?
They go to the
river to wash
themselves.
They go home
12
Lesson 3
Students objectives/aims: vocabulary revision. Listening and watching videos

about New Years Eve. Learning about socio-cultural and geographical contents. Ordinal
numbers. Writing and saying the date.
Evidence that the objectives have been achieved: Ss will be able to perform
some communicative tasks:
sharing information with their mates. Listening and
sequencing the information they listen. Playing with ordinal numbers. Completing a chart
with the students birthdays and reading the dates.
Language skills: Speaking: group interaction, sharing information with the whole
class. Mingling, asking and giving information. Listening to the teacher and their mates.
Listening a video for the gist and specific information. Sequencing the data. Writing dates.
Writing a list of New Years resolutions.
Language systems:
13
Grammar: Ordinal numbers. Writing and saying the date. Using infinitives for New
Years resolutions.
Vocabulary: revision. New vocabulary related to New Years Eve. Learning

vocabulary in context. Image-word matching. Ordinal numbers.
Functions: interacting with their mates to get to a conclusion, asking for

information and giving information. Asking and saying the birthday. Asking and saying the
date.
Pronunciation: ordinal numbers.
Intelligences developed:
Logical-mathematical . Musical.
Visual. Interpersonal. Intrapersonal. Verbal-linguistic,
Materials: posters. Worksheets.

Blackboard. Markers.
Videos. Song: Auld Lang Syne. Flashcards.
Assumptions: I assume that students have already developed the proficiency

level needed to follow this class.
Anticipated problems: I will download the videos before, just in case the internet
connection doesnt work properly.
Warm-up. Game in pairs.

I write a long word on the board.
In pairs, attempt to come up with the longest word that begins with each letter. I
give teams a point per word and a bonus point if they use a word related to the
topic. (ESLGames Box, 2013)
E
N
T
E
R
T
A
I
14

N
I
N
G
Stage 1
Pre-task
a) We are going to watch a video about New Years Eve. Can the group in
charge of the celebration share their knowledge on the topic with their
mates?
Some vocabulary and sentences will come out. They will be written on the board
Countdown / ka nt da n/. Students will be asked to mimic.
The celebration takes place the day before New Year
People toast /t st/ with champagne / m pe n/ at midnight / m d na t/
I will focus on content, meaning and pronunciation.
b) Make a list of things people might do in New Years Eve. Workgroup
Students read their list. The teacher checks for grammar mistakes and
provides them with the necessary vocabulary.
Task While you watch the video, tick the things on your lists. (Anderson,
1988)https://www.youtube.com/watch?v=doawnVd0mDs up to 1:47. Lets check
your guesses
15
Worksheet 5
Listening. https://www.youtube.com/watch?v=doawnVd0mDs up to 1:47
a) Second listening: Read the sentences, then listen and order them from 1 to 10 as you
hear them. Individual Work.
o
People make New Years resolutions
People go to parties.
December 31 is New Years Eve
In the United States, the celebration at Time Square in New York is the biggest
party.
People go to concerts
At a New Years party there are confetti, streamers, noisemakers, fireworks.
There is a countdown to midnight
Another tradition is the midnight kiss
People make a champagne toast.
People listen to the traditional Scottish song: Auld Lang Syne. (Times gone by)
b) Compare with your friends. Now, lets read them. (Whole class correction)
c) Write the right number next to each image.
16

Post-Task
The teacher explains the meaning of Auld Lang Syne and plays the beginning
of the songs audio they listened to the previous lesson.
Then, she show a video showing the fireworks in Sidney Australia
https://www.youtube.com/watch?v=tjl9-VatVQw
Where does the fireworks take place? Look up that word in the dictionary. Yes,
harbor ./ h (r)b(r)
Lets look
at the map. Wheres Sidney? Why do they have a harbor there?
Stage 2 Enabling Task: focus on form.
- Discuss in group. Rate the celebrations we have seen so far.
The teacher writes the names of the parties on the board. Students will vote
raising their hands. The celebrations will be rated
First
Second
Third .
Fourth
Fifth
So we have in the first place.., and in second place..The teacher makes
students read the ordinal numbers and the celebrations.
- They are asked to order the teams of the Rugby Championship. (in order to
avoid football confrontations in class). Reading aloud
New Zealand. Argentina. Australia. South Africa.
- Playing with ordinal numbers
I give each student a card, but I keep the first one. Then I go: I have the first
card. Who has the second? The child that has the next card stands up and
reads it out quickly: "I have 2nd. Who has third?" The child with the third card
continues, and so on.
17
http://www.activityvillage.co.uk/ordinal-numbers
In this way, students use ordinals in communicative activities. Then the teacher
tries to elicit the difference between ordinals and cardinals; they might use their
mother tongue to explain it. After that, the teacher makes questions to prompt
them to find out the rule.
18

Spelling of Ordinal Numbers. The teacher tries to elicit the rule
1) Just add th to the cardinal number: four fourth; eleven eleventh;
2) Exceptions:
one first
two second
three third
eight eighth
nine ninth
twelve twelfth
five fifth
I make them write this rule down on their notebooks and read it aloud.
3) What day is today? Write it on the board. So, first we right the month. Do
we write it with upper-case or lower case? What comes next? Whats the
date today?
I write some dates on the board and make them read them.
Its June the first. (June 1st)
4) Go around the class and ask 5 friends when their birthdays are. Write them
down.
Then I make them all read the dates and complete the birthday chart.
I stick the post on the wall

Stage 4
Pre-task Whole class interaction.
The teacher explains the conception of New Years resolution. Do you make New
Years resolutions? Someone in your family does? Does he or she stick to them?
Task
Lets make a list of Resolution for the next year, mention five things.
I start: I write on the board
19

My resolutions
Lose weight
Exercise more
Help others
Save money
Make a trip
I pin on the board a poster with the most common New Years resolutions:
Do more exercise
Learn to play
an instrument
Do my
homework
Eat less chocolate
Watch less TV
Now write your personal lists. You can add new

resolutions. I encourage them to ask their friends and
use the dictionary for the necessary vocabulary. I
monitor, assist and correct while they work.
Post- task: The teacher keeps the papers for a followup activity.
be kinder to friends
Take up a sport
Make new friends
Learn how to cook
Do my household
chores
Study more
Eat
vegetables
Read more
do not fight
with my siblings
Go to bed earlier
Lesson 4
Students objectives/aims: Assess written productions
(group work). Organize new lexis. Use the dictionary.
Developing reading strategies. Reading for the gist and for
specific information. Follow instructions. Give instructions
and sequence them.
Evidence that the objectives have been achieved:
Students will be able to correct in groups their resolution
lists and read them. Students will be able to make a mind
mapping to visually organize and develop new vocabulary.
Students will be able to do some DIY projects.
Language skills: speaking (group interaction).Giving

instructions. Reading: developing reading strategies. Skimming and scanning. Reading
aloud. Listening to the teacher and their mates. Writing: revise and edit drafts.
20
Language systems:
Grammar:
Imperative mood (not explicitly). Sequencing: first, then, finally
Vocabulary: verbs related to eating habits, school, habits at home, exercising,

collocation do exercise; play +name of a sport; go + verb/ing; ride + horse, bike. Halloween
vocabulary. Image-word matching. Word-definition matching. Inferring word meaning in
context.
Functions: interacting with their mates to get to a conclusion, giving and asking for
information, guessing, following and giving instructions to do their craft projects.
Pronunciation: of new vocabulary. Intonation.

Logical-mathematical, and Kinesthetic.
Materials: posters. Worksheets. Blackboard. Markers. The necessary materials for

the DIY projects.
Anticipated problems: I bring the material needed for the craft project, just in case
they forget to bring it in.
Tasks: make a word mapping with the resolutions vocabulary. Craft projects.
Warm up
The resolutions will be stuck on the walls. Students are asked to go around, read
their mates resolutions and choose a resolutions list other than their own. Then
they will take it to their places
Stage 1 Task: organize vocabulary used in the previous task in a mind map.
Pre-task
Students will work on their mates resolutions: use the dictionary or the computer to
correct spelling mistakes and clarify meaning. They will work in groups.
Once the work is done, we will make a word mapping on the board. In order to do
this activity, they will read the resolutions and we will work on meaning,
pronunciation, and collocations. If they dont know some words or expressions, I
will draw, mimic, make them look up the word in the dictionary and finally, I will use
mother tongue to explain them.
Task
21

Lets organize all this new vocabulary
Word mapping. I encourage them to provide other examples related to each topic.
do more
exercise
go
swimmi
ng
walking
play
tennis
take up
a sport
exerci
se
play
football
22
Do
not
eat
quick
ly
eat
less
swee
ts
eat
more
vege
table
s
eat
less
choc
olate
eating
habits
Don't
eat
junk
food
eat
more
fruit
Group work. Design a word map related to school habits and another one about
daily habits at home
Whole class correction.
The teacher keeps the corrected resolution lists for the final task.
Post- task
Matching activity on collocations
Stage 2
Pre-task.
We have to jump to another celebration, lets talk about Halloween.
23

I ask the group that worked on Halloween vocabulary to share their knowledge with
the rest of the class. I pin a poster on the board. I read the words and they repeat
them. (Google Images)
Worksheet 7
History of Halloween
Halloween falls on
October 31st each
year in North
America and other
parts of the
world. Here is a
little history about
it.
Pre-Task: guessing about the content of a written

test. Skimming for general information. Scanning for
specific information. Developing reading strategies.
http://www.5minuteenglish.com/oct29.htm
What is the text about? How do you know? What are
the pictures about?
Look at the title!
True or False. Compare with your mates

1. The Celts thought the spirits of dead people returned to the earth on October 31st.
2. The Celts created All Hallows.
3. All Hallows is on October 31st.
The word Halloween comes from the word Hallows eve.
Over 2,000 years 4.
ago,
people called the Celts
lived in what is now
5. A thousand years ago Europeans wore costumes to get candies.
Ireland, the UK, and parts
of Northern France.
6. Americans carve turnips to use as lanterns.
November 1 was their New
Year's Day. They believed
7. Today
that the night before
the Halloween is especially a childrens celebration.
New Year (October 31) was
a time when the living
and get candy by saying "trick or treat."
8. Children
the dead came together.
The Christian church
named November 1 All
Saints Day (also called All
Hallows.) The night
before All Hallows was
Halloween.
Like the Celts, the
Europeans of that time also
believed that the spirits of
the dead would visit them
on Halloween. So on that
night people wore
costumes that looked like
ghosts or other evil
Post-task
Correct the false statements.
Stage 3 Craft project
http://www.theholidayzone.com/halloween/art.html
24

Pre-Task
I divide the class in three groups. The students had been asked to bring in the
necessary materials. I give each group some sheets of paper with the instructions
to do the craft project. Students have to figure out how to do it making meaning of
the language.
Group 1
Magic Ghosts
Draw and color ghosts on heavy white paper using white crayons. Use a small
sponge and very thin (watery) tempera paint to paint over the paper. Watch the
ghosts magically appear.
Group 2
Midnight Mosaic
Tear orange or white construction paper into small squares (less than 1/2 inch).
Paste torn bits of paper onto black construction paper to create a Halloween
picture. Simple designs include a jack-o-lantern (create mouth, nose, and eyes by
allowing black construction paper to show through), a witch's hat, a haunted house,
or a ghost.
Group 3
25

Paper Plate Jack-O-Lanterns
Get a white paper plate (the cheap kind). Color the entire plate pumpkin orange.
Cut and paste facial features Add a brown construction paper stem at the top.
While Task
I go around assisting them. I encourage them to get meaning in context. If they
cannot, I help them modelling the action.
Post Task
I ask each group to tell the others how to do their crafts using the highlighted
words.
I write on the board: First, Second, Then, Finally.
I record their instructions to evaluate them.
Lesson 5
Students objectives/aims: vocabulary revision. Group discussion about a celebration:
express feelings and emotions. Interactional function of conversation. Revision of Whquestion words. Complete a chart about a celebration. Develop a descriptive text about a
celebration gathering the information from different sources.
Evidence that the objectives have been achieved: Students will be able to solve a
vocabulary puzzle. Students will be able to talk about their impressions of the celebration.
Students will perform some written tasks, compare information from different sources.
26

Complete a chart on the celebration. Write descriptive texts. Students will be able to
perform peer correction, revise and edit their drafts.
Language skills: speaking (group interaction).expressing feelings and emotions.

Reading: revising texts they have already read in order to get the key concepts for their
final projects. Watching and listening a video to get a personal impression and to get new
information about the celebration. Writing and learning to write.
Language systems:
Grammar: use their knowledge to write a coherent and cohesive text.
Vocabulary: adjectives to describe parties. Expressions like: I think that Id rather

say that.revision of vocabulary related to the Loi Krathong celebration.
Functions: interacting with their mates to share impressions, feelings and emotions.
Negotiating to perform the task. Completing a chart. Comparing information drawn from
different sources. Writing a text.
Pronunciation of new vocabulary. Intonation of new expressions.
Logical-mathematical.
Visual, Interpersonal, Intrapersonal, Verbal-linguistic,
Materials: posters. Worksheets. Videos. Projector. Computers. Internet connection.

needed to follow this class. I assume they have already learned to write descriptive texts in
mother tongue. I assume they know how to use a word processor.
Anticipated problems: I download the video in advance. I dont push students to

speak to the whole class if they dont feel like doing it.
Task: writing a short descriptive text using different sources of information. (Written
texts, notes from a website, a video, group discussion)
Warm-up
In pairs. Solve the puzzle. (The Holiday Zone: Created by Julie Vickery-Smith
with Word Splash Pro)
27

Worksheet 8
K
broompumpkin costume spider ghost treat mask

party witch
trick
Stage 1
Pre-Task Brainstorming
Were going to watch a video about Loi Kathrong. I try to elicit previous
knowledge on the festival, and on Thailand. I write that information on the board.
Loi
Krathong
Lanterns
Thailand
28

Pre-task
Then I encourage them to revise vocabulary playing with the Quizlet set I prepared
on the issue.
https://quizlet.com/107888895/loi-kathrong-festival-of-lights-flash-cards/
Task https://www.youtube.com/watch?v=NMa3xRrLKzw (until 2:22)
Watching a video.
In groups. Discuss with your mates. The vision of the film and some questions will
prompt the group discussion.
Do you think that the person who talks is giving instructions, commands or
he is describing the festival?
Do you think he likes or dislikes the festival? Why?
Do you like it?
What do you like best about the festival? The flying lanterns, the krathongs,
the fireworks, the parade.
While they are discussing, I monitor and assist. I encourage them to respect the
others speaking turns, to be patient, to collaborate with the partner.
You can use these expressions: (I write them down on the board, and I read them
and students repeat them. I use mimicry to explain their meaning. )
I think that the festival is
Exciting
awesome
amazing
Well, actually Id rather say that the festival is

Disgusting
annoying
great
incredible
boring
Post- task
Who wants to share his/her impressions, feelings with the whole class?
Stage 2 Second and Third visions of the video. Writing a chart
Using the vocabulary, the text we read (Worksheet 2), the chart you made about
Thailand, you will write a paragraph about the festival. We will upload it to the
School website, for your friends, your parents and other teachers.
29

Pre-task
Do you remember the Wh-questions words? I try to elicit this information from
them. I pin a poster on the board. They provide some examples.
Task: Chart about Loi Krathong

Try to answer to these questions first. Complete a chart. I draw the chart on the
board
What?
Where?
When?
Why?
How?
What is it like?
While they are writing, I go around helping and calling their attention to content or
form.
Post-task
When the five productions are ready, I take one of them; I rewrite it using the Word
processor and project it so as to allow a whole class correction.
Then, they revise their drafts based on this last work. Next, they give them to
another group for peer correction.
While they work on the others productions, I go around, monitoring and assisting.
The chart returns to the owners and there is a final editing.
Stage 3 Writing a descriptive text
1st Pre-task
Using the previous chart, they write a short descriptive text about the celebration.
First, what is the festival like? Lets revise the adjectives. I make a word mapping
and I make them circle the negative adjectives with a different color.
30
fun
annoyi
ng
exciting
festiv
al
borign
great
2nd Pre-Task
Before writing your paragraph, Ill give a sentence to you:
Releasing a Krathong signifies letting go all the negativity of your life: hate and
anger.
We discuss its meaning as a whole class. I use mimicry to explain anger; I say that
hate is the contrary of love.
Task
Individual task. Use the word processor to write (Rashid, 2015) your paragraph.
Ask your mates for help. Use dictionaries or the internet for new words.
When the drafts are ready, they send them by mail or via FB to another partner for
peer correction.
They revise
I take one of them; I project it so as to allow a whole class correction. I also focus
on punctuation and layout. Then I let them revise the others productions.
They edit and then, they send me their writings. Studens will be assessed on the
whole process and on the final product.
Post- Task
There might be a follow-up activity based on their productions.
31
Lesson 6
Students objectives/aims. Sing a song reading the lyrics. Learn how to give
instructions and sequencing them. Write an instruction text based on a picture and on a
You Tube video. Follow a tutorial to make a DIY project. Give oral instructions. Develop
writing strategies: brainstorming, draft, peer revision, revision and editing. Use the word
processor. Send their written production via mail. Recycling knowledge about celebrations.
Search for information in a written text.
Evidence that the objectives have been achieved: students will be able to perform
the following tasks: write instruction texts, play Simon Says, follow a tutorial to accomplish
a task, give oral instruction. Student will be able to revise their peers productions. student
will be able to use the word processor and mail their written productions. SWBAT
understand vocabulary in context. SWBAT verify information.
Language skills: speaking (group interaction). Singing. Playing. Discussing how a

craft project can be done and get to an agreement. Giving instructions, sequencing them.
Writing: write an instruction text. Learning writing strategies. Intensive reading. Critical
reading. Is the information reliable?
Language systems:
Grammar:
imperative for instructions. Sequence adverbs.
Vocabulary: verb actions to perform craft projects. Mimic game. New and recycle
vocabulary related to Rio Carnival. Understanding meaning in context.
Functions: interacting with their mates to achieve an agreement, singing in English.

Giving instructions. Using the language to play.
Intonation when giving instructions
Intelligences developed: Visual, Interpersonal, Intrapersonal. Verbal-linguistic,

Logical-mathematical, Kinesthetic.
Materials: Video: Halloween song with lyrics. Video: tutorial. Posters. Flash cards.
Worksheets. Handouts. Blackboard. Markers. Computer.
Assumptions: I assume that students already know the textual genre in mother
tongue. I assume that the student know how to use the word processor and mail
attachments.
Anticipated problems: students do not agree on how to make the DIY project. I
allow them to make different instruction texts. Students do not know how to use the
computer effectively, they will work in groups and they will receive their mates support.
32

Warm up
Lets sing. I show the students a video of a Halloween song with the lyrics, so they
can read and sing
https://www.youtube.com/watch?v=gRr4TMqawu8
Stage 1
Pre-task
I pin the following posters on the wall
Whole class discussion.

For what party can we use this
decoration?
How can we make these lanterns?
I prepare some flashcards with the needed vocabulary.
DRAW
PAINT
CUT
33
TEAR
HANG TO A STRING
PASTE
TORCH
I make students revise the instruction for the Halloween craft projects and the
highlighted vocabulary. I give some students one flashcard and I encourage them
to mimic the action until their mates guess the words
I make them repeat them and write them down in their notebooks.
Task
Group work. Write the instructions to make the lantern. Remember to use:
First, then, next, finally.
Post- task
I choose the best text and I write it on the board.
I make the necessary corrections and then, I encourage students to add a negative
form, e.g., Cut the bottle. Dont cut your fingers. (I try to elicit funny statements)
I lead them to reflect on how we give commands and instructions. (imperative)
Handout 9
Giving orders and
commands
The base form of the
verb. Be quiet!. Go
home!
We add dont for the
negative form. Dont
shout!
We add please for
politeness. Give me the
salt, please!
34
And we play for some minutes to Simon Says, different students take the place of
Simon.
Stage 2 Making Krathongs
Pre- task
I give them assorted sheets of colored paper. I explain that were going to make
Krathongs. First, were going to make flowers. I give students sheets of square
colored paper and scissors.
Task
I show the students an easy tutorial to
https://www.youtube.com/watch?v=RRa5XVGDUkA
make
paper
flowers.
They follow the tutorial and make some flower for the Loi Krathong celebration
Post-task
I make some open questions to prompt whole class discussion.
What else can we add to our flowers? Where can we place them?
Where do people release their Krathongs in Thailand? How can we represent
the river? Do you remember what people release Krathongs for?
Stage 3 writing an instructional text, individually

I ask the students to write down the instructions using the word-processor. Work
individually . They can ask for help to their mates and the teacher.
Pre-task
Whole class brainstorming. Students try to remember what they have just done.
Their need for new vocabulary will come up.
Fold diagonally. Make a cone. Petal shape.

I explain their meaning drawing and mimicking
35

Task
They write their drafts. They ask their mates for help. They use an online computer.
I monitor and assist.
Send your partner on the right your tutorial. He/she revise their friends drafts and
then, return it to the owner.
Post-Task
Edit it. Pay attention to punctuation and the layout. Send it to me.
I will correct them at home. The whole writing process will be evaluated as well as
the final product.
Stage 4 Rio Carnival. Reading skills.
Pre-task
Whats the party thats missing? Yes, the Rio Carnival.
https://en.islcollective.com/resources/printables/worksheets_doc_docx/brazilian_ca
rnival__text_pictures_comprehension_links_to_videos
Worksheet 10
_short_texts__3_tasks_keys_included_4_pages_edita
ble/carnival-rio-de/4044
Try to guess the meaning of the words. You already
know some of them.
Work in groups. Worksheet 10
http://busyteacher.org/2
2266-carnival-in-rio-dejaneiro.html
36
Worksheet 11
Task
Read the article and try to confirm your guesses.
37
Post task
Students need to be critical readers. I ask them to check if the statement Its
usually in February is true. Please check this at home. We will work on it next
class.
Lesson 7
Students objectives/aims: search for information and share it. Talk about a celebration
using new vocabulary. Develop textual manipulation skills. Use the word processor. Read
adapted texts and websites to look for specific information. Develop reading skill: reading
for specific information, underlining key information in a text. Restructure a text to upload it
to the School Website.
Evidence that the objectives have been achieved: SWBAT use the new vocabulary to
talk about their own way of celebrate Carnival. SWBAT rewrite a text, modifying
information and adding new one. SWBAT complete a gap filling exercise, after scanning
adapted and authentic texts. SWBAT underline key information in written texts. SWBAT
answer questions with the information gathered from different sources. SWBAT upload
their productions to the School website and make them visually attractive.
38
Language skills: speaking: group interaction to perform the tasks. Talking about
personal experiences. Listening and retelling. Writing: developing textual manipulation
skills. Answering written questions. Reading for specific information to complete gaps in a
text, to answer open questions. Scan websites for specific information.
Language systems:
Grammar:
Vocabulary: recycling vocabulary related the topic.
using acquired knowledge to perform the tasks.
Functions: asking for clarification (can your repeat, please?) interacting with their
mates to get to a conclusion, asking for help.
Pronunciation: listening and pronunciation game.
Logical-mathematical
Visual, Interpersonal, Intrapersonal, Verbal-linguistic,
Materials: Worksheets.
Computer.
Word
processor.
Internet
connection.
needed to follow this class. I assume that students use the word processor effectively. I
assume that they can navigate quite effectively on line.
Anticipated problems: I provide the students with the websites so as to prevent

them from searching the information in Spanish. The internet connection doesnt work
properly; Ive already downloaded some meaningful texts in my computer.
Warm up
Broken Telephone
Listening and pronunciation activity: I divide the class in 5 groups of 6. I whisper
one of their members a rather long phrase related to different celebrations. That
person will whisper what she heard to the next person. Each person can only say,
"Can you please repeat that?" one time. When the message reaches the end of the
chain that person must speak out loud.
Stage 1. Carnival
Pre-task
Have you found out why Carnival dates change every year?
39

Students tell what theyve learnt. I write down on the board:
By the Catholic Calendar, Carnival is always celebrated seven Sundays before the
Sunday of Easter. As this varies from March 22nd to April 25th, the Carnival dates
also move.
Whole class discussion: (personalizing the topic) When do we celebrate Carnival?
What do we do? What do you do?
Tasks (every group works independently)
Worksheet 12
Location: Plaza del
Pueblo,
Buol,
Valencia, Spain
Date: Last Wednesday
in August.
Level of participation: 5
get ready to launch
and receive volleys of
tomatoes
Being attacked with
tomatoes sounds like a
punishment, but its all
in the name of fun at
La Tomatina. For one
morning a year, the
small town of Buol in
eastern
Spain
dissolves
into
the
worlds greatest tomato
fight.
Some 140 tonnes of
the
squishy
red
beauties are carried in
for the running battle,
which is concentrated
around
Plaza
del
Pueblo and attracts
30,000 visitors.
La Tomatina began in
1945, possibly as a
I ask the group in charge of the video about the Carnival

to rewrite the text about the Brazilian Carnival using the
word processor.
I ask them to rewrite the text about the Rio Carnival
(Worksheet 11). Correct the information about the
celebration date. Add some information about Brazil,
drawing on the Google Map chart. The text should
answer the questions theyve made.
Draft, Revise, Edit and send it to me by mail.
Group in charge of the Tomatina
I ask them to check if that text answers all their questions.

Otherwise they can search the web for more information.
40
Costume
Costume
s
s

confetti
carniv
carniv
Parade
confetti
Parade
al
I provide
them with some meaningful
links. They
are not supposed to understand
al
the whole articles, just scan for the information they need.
floats
floats
www.pilotguides.com/articles/celebratory-tomato-fighting/
www.spanish-fiestas.com/spanish-festivals/la-tomatina-tomato-battle-bunyol.htm
www.cyberspain.com/life/tomatina.htm
Group in charge of New Years Eve
Worksheep 13
a) Revise and learn vocabulary playing with the quizlet set
https://quizlet.com/109133056/new-years-eve-in-australia-flash-cards/
b)
Read the article and underline the parts of the text that answer to the
question youve made.
41

New Year's Eve in Australia
Many Australians annually celebrate New Years Eve with parties, music and other
forms of entertainment on December 31. New Years Eve is the day before New
Years Day.
New Year's Eve events in Australia include masquerade balls or parties.
Many Australians celebrate New Years Eve on boat cruises, urban parks or
beaches. Others hold special parties or barbecues at their own homes. Public
countdowns to New Year's Day are made at large events in major cities, such as
Sydney, and are often televised so those at home can join in the celebrations. As
the clock strikes midnight to mark New Years Day, fireworks are launched to
farewell the old year and to welcome the New Year. People often hug, shake hands
or kiss each other on the cheek to show their joy and appreciation for the old and
the new year. Many people also toast their glasses and drink champagne or wine
to commemorate this occasion.
The Sydney Harbor is an iconic Australian landmark that is a special symbol of
New Years Eve celebrations in Australia. On this night, the harbor is lit with
spectacular fireworks, where hundreds of cultures unite for the Harbour of Light
parade.
Group in charge of Halloween

Read worksheet 7 and try to answer to the questions you have made.
Use the word processor to write your answers. Make them detailed and complete.
If you need more information
http://www.elcivics.com/halloween-2.html
42

http://bogglesworldesl.com/halloween_worksheets.htm
I ask every group to revise and edit their texts and send them to me by mail
Group in charge of the Lantern Festival
Youre going to upload two of your texts about the festival to the School website.
Choose a title
Upload the text (I have chosen some of their productions, after correcting
them)
Pay attention to the layout.
Upload some pictures. Make them appealing.
Upload a map of Thailand.
While they work, I monitor, assist and participate
Lesson 8. Learning Auld Lang Syne
43

Students objectives/aims: recycle acquired knowledge about New Years Eve, using a
scene of a movie as prompter. Understand a teachers explanation in English. Learn Auld
Lang Syne. Discuss in small groups: making suggestions, expressing agreement and
disagreement politely.
Evidence that the objectives have been achieved: SWBAT talk about New Years Eve.
SWBAT sign Auld Lang Syne. Order the lines of the song. Get to an agreement on the
costumes, scenography and music for the video. Perform some craft project for the video
scenography.
Language skills: speaking: group interaction to perform the tasks. Talking about a
celebration. Discussing in small groups. Listening: singing. Ordering the lines of a song.
Language systems:
Grammar:
disagreement.
expressions to make suggestions, express agreement and
Functions: making suggestions, expressing agreement and disagreement,

interacting with their mates to achieve an agreement.
Pronunciation: practicing pronunciation intonation and rhythm by singing.

Logical-mathematical, Kinesthetic.
Materials: Worksheets. Computer. Projector. Song. Blackboard. Markers.
Anticipated problems: In order to avoid problems of jealousy, I mixed up part of the

best written productions to create a collective and anonymous text about each
celebration.
Warmer
Students watch a scene of a movie, that takes place in New Years Eve. There are
parties. Confetti. The Auld Lang Song. Time Square. Midnight kisses. Fireworks
https://www.youtube.com/watch?v=9FwS4SQSlfc
Group discussion: I write on the board questions to prompt the discussion.

Whats this video? When does it take place? How do you know?
44

Stage 1
Pre-task
What does New Years Eve song lyrics 'Auld Lang Syne' mean? As the meaning
of the text is so complex that even native speakers dont understand it, I explain its
essence.
I tell them that its the most popular New Years Eve song, but almost nobody
knows the lyric and the meaning. It derives from and Scottish poem (I point to
Scotland on the world map). Auld Lang Syne means good old times.
The song means: Do we have to forget all the people we know and the old good
times? For the old times we will take a cup of kindness and you will buy me a drink
and I will buy you a drink. We will run and pick some flowers (daisies) for old times
sake.
Task
Worksheet 14.
Listen to the song and
put the lines in order
I read the lyrics first in this jumbled order, so as to help

1. For auld lang
them with the pronunciation. Then we listen to the song
syne, my dear,
at least twice.
for auld lang
syne,
Post-task
2. Well take a cup
I project the song lyrics and we sing together
of kindness yet,
for auld lang
Stage 2 Task: getting ready
syne.
Group in charge of Rio Carnival
3. And surely you'll
I give them a video about the Rios parade
buy your pint
https://www.youtube.com/watch?v=kTc3pv7d5vY and I
cup! and surely
ask them to discuss how they will make their own video:
I'll buy mine!
costume, scenography.
4. Should old
acquaintance be
Pre- task:
I write on the board some expressions to make suggestions, express agreement
and disagreement.
Why don't we do so and so?
45

Let's do so and so. What do you think?
How about doing so and so?
I'd like to do so and so. How about you?
It would be nice to do so and so.
I agree with you
I dont think so
Sorry, but Im not so sure about that
I read the sentences aloud, I make them repeat for pronunciation and intonation. I
give them some examples to understand their meaning in context.
Task
Students discuss and get to an agreement
Group in charge of the Tomatina

They will perform the same task; decide how they will record their video: costumes,
scenography. They cant throw tomatoes, but they can show them in the video.
Group in charge of Halloween

How will you dress up? Feasible costumes!!
Group in charge of the Lanterns Festival

Paint your half plastic bottles to make your lanterns
Set up your flowers on the plastic plates to make the Krathongs.
Group in charge of New Years Eve

http://www.theholidayzone.com/newyear/art.html
Painted Fireworks
Use red, white, gold and orange paint.
Uses pieces of yarn and a toothbrush to paint wavy lines on the cardboard
Once finished it will look very much like a picture of a fireworks display.
Confetti Collage
46

Create an amazing collage with an assortment of confetti, glue and heavy paper. It
must be a master piece.
While they work, I play Auld Lang Syne and I encourage them to sing.
Stage 3
I check that the costumes and scenography they have chosen are suitable and
likely to be done.
As soon as the the students finish with the decoration, we will try to sing all
together.
Stage 4
I give each group some printed copy of the best text they produced about their
celebration. I might have mixed two or more productions. It will be anonymous and
will be considered a collective production.
All the texts were sent back via mail to their owners with guidance for further
revision. They will be evaluated and graded.
You will have to learn the text in order to say it clearly. You dont have to learn it by
heart. Each of you will utter a different part of the text. We will practice next
lesson.
Lesson 9. Practicing to say their descriptive texts

Students objectives/aims: Reading aloud. Learn a song about Halloween. Recycle
acquired knowledge about the celebration. Sign Auld Lang Syne.
Evidence that the objectives have been achieved: SWBAT read their text aloud,
focusing on pronunciation, stress and intonation and adding colloquialisms. Formal
assessment. SWBAT sing Auld Lang Syne. SWBAT sing a Halloween song for their
videos. Match the stanza to a picture that represents its meaning.
Language skills: speaking: singing. Reading aloud. Learning colloquialisms. Talking

about a celebration. Discussing in small groups. Listening: songs. Matching stanzas with
pictures.
Language systems:
Grammar: some colloquial expressions to try to convince someone.
Functions: trying to convince.
Pronunciation: practicing pronunciation intonation and word stress by reading

aloud and singing.
47

Logical-mathematical, Kinesthetic (mimicry)
Materials: Computer. Projector. Song. Videos. Worksheets. Blackboard. Markers.
Assumptions: I assume that students have learned the song lyrics at home and
have practiced reading the text.
Anticipated problems: I record their oral productions for an accurate assessment

and to allow students to listen to their oral texts.
Warmer
We sign Auld Lang Syne
Stage 1
Each group will read its text aloud. I focus on pronunciation, word stress and
intonation.
They keep on practicing reading the whole text, scattered in different parts of the
classroom.
I suggest adding some colloquial expressions, such as:
Dont miss the festival.
I tell you, Its really awesome or really spooky.
Honestly, its amazing
When they have achieved a good level of oral expression, I asked them to
breakdown the text in parts. Then they assign different roles to group members one
or two will explain the features of the celebration, the others will play other roles
during the shooting of the video.
I will record the oral production of every student for formal assessment.
Stage 2
Pre-task
I proposed them to learn another song about Halloween. I play a video with the
lyrics.
48
HALLOWEEN SONG LYRICS:

Match the stanza with the image
Halloween, Halloween
Creepy, crawly Halloween
Trick or treat all in fun,
October 31st has come
Spooky, kooky Halloween
Kids in costumes, what a sight
On Halloween tonight
Big black cats
Vampire bats
Ghosts and goblins out tonight
Causing quite a fright
Painted faces, what a scene
Door to door
They trick or treat
For something sweet to eat
https://www.youtube.com/watch?v=JsyEX9iIN-I
After the first listening I write on the board.

Creepy, crawly, spooky, kooky are synonyms. What do they mean?
a) Funny
b) Frightening
c) Delicious
Task
We sing and mimic the scenes depicted by the song
49

Post- task
Students perform the matching activity
Lesson 10: Go!!

Students objectives/aims: describe the characteristic of the celebration for a given
audience.
Evidence that the objectives have been achieved: SWBAT complete the final task
shooting the video. Sing Auld Lang Syne.
Language skills: speaking: interacting to achieve their objective. Monologue.
Language systems:
Grammar: recycling some items seen in the unit.
Functions: performing a short oral monologue.
Pronunciation: focus on pronunciation and intonation.

Kinesthetic
Materials: Computer. Smartphone or camera. Songs. Decorations.
Assumptions: I assume that students will feel comfortable in front of the camera.
Anticipated problems: the classroom is too small; we use the gym to record the
videos. Someone doesnt come; another one will be ready to perform that part of the
monologue because everybody has practiced it the previous lesson.
Final task: recording their videos.

Pre- task
In different part of the gym, students set up their decorations. They will wear the
chosen costumes. The videos will be recorded in chronological order using a
smartphone or a camera.
I ask them which party comes first? Why? Which is the second one? Why?...
Rio Carnival
Tomatina
Halloween
Loi Krathong
New Years Eve
50

Then the whole group will sign the Auld Lang Syne
Task
The teacher shoots the videos.
Post-Task
I will edit the videos with windows movie maker and upload them to the School
Website. Parents and friends will be able to appreciate the students effort and
learn something about the top 5 celebrations in the world.
Assessment:
Informal assessments that allows me to track the ongoing progress of my students
regularly. Assessment form:
1. Progress during the past month
2. Performance in class on
Oral comprehension
Reading comprehension
Completes writing assignments
Oral performance
: independent work
Team work
Asks for help when needed
Low
average
high
Formal assessment: perform-based assessment of the team project, the writing

processes (several draft, revising, editing, final product) and the oral performances
that were recorded.
If necessary, there will be a remedial class.
Unit Structure
Lesson 1. Introduction to the topic. Loi Krathong Festival -Reading
Lesson 2. Countries. Listening about La Tomatina
Lesson 3. Listening about New YearsEve.
Lesson 4. Reading about Halloween
Lesson 5. Video about Loi Krathong. Giving oral instructions.
Lesson 6. Carnival. Writing instructional text.
Lesson 7. Producing descriptive texts for the video
Lesson 8. Learning Auld Lang Syne. Deciding about costumes and choreography.
51

Lesson 9. Practicing to say their texts. Halloween
Lesson 10. Shooting the videos.
Bibliography
Anderson, A. (1988). Listening. Oxford: Oxford University Press.
ESLGames Box. (2013, July). Retrieved December 1st, 2015, from 11 non-prep
warm up activities: http://eslgamesbox.com/no-prep-warm-up-activities/
Rashid, S. (2015). Academia. Retrieved December 4th, 2015, from Writing with
the Computer: A Malaysian ESL experience:
http://www.academia.edu/990422/Writing_with_the_Computer_A_Malaysi
an_ESL_experience
Robbio Warre, T. (2014, December 22). British Council. Retrieved November 30,
2015, from Voices: https://www.britishcouncil.org/voices-magazine/funways-teach-english-collocations
52

Lesson Plan. A2. Topic: Celebrations

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Ingls y su Enseanza III.

Student: Adriana Corral

Age of the students: 12/13

Ingls y su Enseanza III. Student: Adriana Corral

Grammar: Present simple. Interrogative adverbs. Time prepositions.

Stage 1 Pre- Task. Lead-in

Ingls y su Enseanza III. Student: Adriana Corral

Ingls y su Enseanza III. Student: Adriana Corral

After the discussion, each group will be given a flash

Ingls y su Enseanza III. Student: Adriana Corral

New Year's Eve in

Stage 2 enabling task

Ingls y su Enseanza III. Student: Adriana Corral

Do your parents celebrate St Valentines Day?

Does your father give you chocolate eggs for Eastern?

No, she doesnt

yes, they do.

present worksheet 2 a text taken from the CNN (adapted)

Ingls y su Enseanza III. Student: Adriana Corral

a)The Loi Krathong festival- Lantern Festival in Thailand

something that happens again and again in

something that is always true:

we use do and does to make questions.

We use the present tense to talk about:

Ingls y su Enseanza III. Student: Adriana Corral

other celebrations we have mentioned: New Years Eve, The Tomatina,

Students objectives/aims: Appealing to students musical intelligence, review the

Language skills: speaking (group interaction). Reading for specific information.

Present simple. Interrogative adverbs

Vocabulary: related to different celebrations around the world. Different activities:

Functions: interacting with their mates to get to a conclusion, searching for

Intelligences developed: Visual, Interpersonal, Verbal-linguistic, Logicalmathematical, Musical

Materials: posters. Songs. Computers Quizlet sets. Flash cards. Worksheets.

Ingls y su Enseanza III. Student: Adriana Corral

Warm-up / lead-in (Group of 5)

Auld Lang Syne https://www.youtube.com/watch?v=lvJRmdN9iyU

Ingls y su Enseanza III. Student: Adriana Corral

Brazil, a vast South

Ingls y su Enseanza III. Student: Adriana Corral

Spain, on Europes Iberian Peninsula, is really 17

Thailand is a country on Southeast Asias Indochina peninsula known for

Ingls y su Enseanza III. Student: Adriana Corral

the whole group correction, the questions

Ingls y su Enseanza III. Student: Adriana Corral

Students objectives/aims: vocabulary revision. Listening and watching videos

Ingls y su Enseanza III. Student: Adriana Corral

Vocabulary: revision. New vocabulary related to New Years Eve. Learning

Functions: interacting with their mates to get to a conclusion, asking for

Pronunciation: ordinal numbers.

Visual. Interpersonal. Intrapersonal. Verbal-linguistic,

Materials: posters. Worksheets.

Videos. Song: Auld Lang Syne. Flashcards.

Assumptions: I assume that students have already developed the proficiency

Warm-up. Game in pairs.

Ingls y su Enseanza III. Student: Adriana Corral

Ingls y su Enseanza III. Student: Adriana Corral

People make New Years resolutions

December 31 is New Years Eve

At a New Years party there are confetti, streamers, noisemakers, fireworks.

There is a countdown to midnight

Another tradition is the midnight kiss

People make a champagne toast.

Ingls y su Enseanza III. Student: Adriana Corral