This lesson plan is for an 80-minute primary school lesson about festivals for 11-year-old advanced students. The lesson plan includes objectives to develop vocabulary about festivals, describe festivals, and understand cultural issues. It involves warmup activities to introduce festival vocabulary and pictures. Students then listen to descriptions of Thanksgiving, Bonfire Night, and the Lantern Festival and complete a table. They read a dialogue using present perfect tense and identify grammar examples. Homework includes practicing irregular past participles.

1. Lesson plan – Primary School
Topic: It´s festival time
Students’ level: advanced
Age: 11 years old
Number of students: 25
Duration of each lesson: 80 minutes
ALUMNO RESIDENTE:
Período de Práctica: segundo ciclo- primaria
Institución Educativa: Instituto Primo Capraro
Dirección: Gallardo 40 - Bariloche
Sala / Grado / Año - sección: 6th
form - advanced
Cantidad de alumnos: 25
Nivel lingüístico del curso: Avanzados
Tipo de Planificación: clase
Unidad Temática: Celebraciones
Clase Nº: 1
Fecha: 17/08/2017
Hora: 12:55 - 14:15 hs.
Duración de la clase: 80 minutos
Teaching points: vocabulary about festivals: occasions, celebrations,
powder, lamps, symbolize
Aims: During this lesson, learners will be able to:
 Identify the new vocabulary presented in a meaningful context
 Develop the students´ ability to talk and write about different
festivals and celebrations
 Develop students´ ability to describe festivals and understand
listening descriptions about them
 Deepen their understanding of cultural issues in different countries
Lexis Function Structure Pronunciation

2. Teaching approach: The lesson is based on the Communicative Language
Teaching (CLT). Students are expected to infer the rules of the target
language and learn new vocabulary by means of listening, reading and
using it in communicative activities. The lesson was planned in order to
develop students´ language awareness.
Materials and resources: set of photos about different festivals, CD, CD
player
Pedagogical use of ICT in class: In this lesson, some audiofiles will be used
so as to develop students´ listening comprehension. Activities will be
organized through the combination of audio and visual material which will
enhance language learning and acquisition.
Seating arrangement: During the lessons the students will be sitting in
pairs as usual. They will also be asked to work in small groups, choosing
their partners.
Cooperative work: The whole lesson demands cooperative work because
the T will guide the students through questions in order to promote
language awareness. Therefore, the students will be expected to
participate actively.
Possible problems / difficulties and their possible solutions during the
class: In case technology does not work, some extra activities will be
prepared that will replace the activities planned. So, some photocopies
will be ready so as to do a reading comprehension activity instead of a
listening comprehension activity.
Potential problems students may have with the language: In order to
minimize difficulties students may find while the T uses the target
language, different classroom management strategies will be applied: the
lesson is carefully planned, timing is controlled to be efficiently used, the
visual and auditory input is chosen to facilitate learning, activities will be
modeled and more examples will be given in case difficulties arose.
Routine 10’:
Festivals, occasions
and celebrations.
Lantern, pumpkin,
turkey, bonfire,
fireworks, powder,
lamps
Making
preparations for a
party
Present Perfect
I have + past
participle
She has + past
participle
I have /hæv/
(strong form)
I´ve /v/ (weak form)

3. Purpose: to start the lesson, get students into the mood for work, establish
rapport.
I get into the classroom and greet students: “Hello everyone! Do you remember
my name? I am Jimena” I write my name on a piece of paper and I stick it on my
desk. I continue asking them: “How are you today?” The students may answer:
“we´re fine” “OK” Then, I continue: Can I ask you a favour?
I say while handing out a piece of paper: “Please, Can you write your name on
this piece of paper and stick it on your desk, so I will be able to remember your
names, ok?” After the students do it, I say “Great!
Transition comment: Now, we can start with our lesson. Are you ready to work
with me?
Warm-up 15’:
Purpose: to introduce the topic and the teaching points.
I stick some photos on the board about an important festival in India, and then, I
ask them:
 What can you see in these photos?
 What is the woman doing in photo number 1?
I give them some minutes to think about the images they are watching.

4. It is expected that the students give some possible correct answers. In case they
do not do so, I´ll ask some more questions in order to guide them to the correct
answers. (What do you think is happening here? What country do you think
these photos are from? )
After this, I ask them to open their student book at page 58. “There you can see
another photo and Look at the title of the unit!” I elicit some more ideas from
the title. “FESTIVALS! Yes!” I write on the board: “It´s festival time”, the title of
the unit. I point to the caption on the student book´s photo and ask the group
to read it.
Caption:
“An important festival in India is Diwali – the Festival of Lights. Coloured
decorations made of powder are popular for this festival. Families light lamps
around the decoration. The lamps symbolize the victory of good over evil.”
I stick a map on the board and I ask:

5.  Do you know where India is? In what continent?
Students give some answers. If not, I will show the class where India is. I point at
India on the map and say the continent (Asia).
Once the students have read the caption, I ask them: “Do you know what
powder, lamps and symbolize mean?” If they do not so, I give the definitions. I
also model the pronunciation of all three words and ask the pupils to say them
too. Then, a student will read aloud the caption and then I will ask:
 What is Diwali?
 What are the decorations made of?
 What do the lights symbolize?
After this I ask: “Do you make decorations for a festival? If they do, I ask them to
tell me about the festival and the decorations. Possible vocabulary: garlands,
balloons, banners, confetti, cake, cupcakes, candies, gifts, wraps, goody bags,
ribbons, etc. Birthday party, barbecue party, New year´s eve, Going-away party/
farewell party, graduation party, wedding party, stag night/ bachelor party,
Halloween party, Christmas, 15th
birthday party for girls, etc.
Presentation 10´:
Purpose: to further expose the learners to the target language, to listen to an
audiofile so as to perform listening comprehension activities.
I ask the pupils to read the names of the three celebrations and look at the
pictures. I ask: “what is the first picture of? (a turkey and a pie) what is the
middle picture of? (a bonfire and fireworks too), and the third? (Lanterns). I ask
the questions and wait some minutes so as to let them think about the pictures.
I provide new lexis on demand. I will ensure that they understand the new
vocabulary, using the pictures and saying the correct words. Then, I ask: “what
do you know about these celebrations? (Thanksgiving, Bonfire Night, Lantern
Festival) In case the students do not know anything about them or present
some wrong ideas I will not correct them, I will say: “Let me play the CD so you
can confirm if your ideas are correct or not” After listening I will say: “Where do
people celebrate these festivals? Please, raise your hands to say the countries”
Student may answer: the USA, the UK, and China.

6. Audioscript
1- We celebrate Thanksgiving at the end of autumn in the USA. We eat roast
turkey and pumpkin pie.
2- Bonfire Night is a big celebration in the UK. We celebrate it on 5 November.
We light a big bonfire and there are lots of fireworks.
3- New Year is an important festival in China. The end of this celebration is called
the Lantern Festival. We celebrate it on the 15th
day of the New Year. Everybody
puts red lanterns outside their houses.
Transition comment: Now that we know a bit more about these festivals, let´s
do some more activities!
Development 15’:
 Activity 1 – 10’:
Purpose: this activity foster listening comprehension and the use of
bottom-up listening strategies so as to complete a table.
I explain to the class that they are going to listen to the CD again, but now
the students are going to complete the table on page 58. I say: “Please,
Samuel can you read what you have to write in the table and then the
vocabulary in the yellow box?” After the student reads the questions, I
say: “Pay special attention to the yellow box, there you will find the
words to fill in the table about the celebrations” Then, I play the CD again,
twice if necessary, so the pupils can complete the activity. Once they
finished, I ask the sts to supply an answer.

7. Festival When? Where? Special traditions
Thanksgiving
Bonfire Night
Lantern Festival
 Activity 2 – 10’:
Purpose: to develop students language awareness about grammar rules
(present perfect) and to continue developing their reading
comprehension strategies.
I explain that now we are going to read a dialogue with Susie and Mickey
(two characters from the book). “Please, go to the following page (page
60) and look at the pictures: How do people celebrate New Year´s Eve?” I
encourage the sts to participate. After they make some comments about
this party, I point out: “Look at the question at the top of the page (who
is the surprise guest? Now we are going to listen to the dialogue and you
have to raise your hand when the CD has finished to tell me the answer;
are you ready? Ok, silence please…and listen”
Happy New Year!
Mickey: I´m looking forward to the New Year´s Eve party.
Susie: Me too. Let´s see what we´ve done so far. We´ve cleaned and
decorated the living room.
Mickey: I think it looks really nice.
Susie: Have you vacuumed he floor behind the sofa?
Mickey: yes, I have!
15th day of New Year the USA 5 November big bonfire and fireworks
End of autumn red lanterns the UK China turkey and pumpkin pie

8. Susie: Don´t get angry. I was just joking. All right, I´ve prepared some
lemonade.
Mickey: Mum has made her delicious muffins.
Susie: Dad has organised the music. Have Mum and Dad returned from
the shops with the food?
Mickey: No, they haven´t. They haven´t phoned me either. Should I give
them a ring?
Susie: Yes, they are a bit late.
Mickey: Hi, Mum. Are you at the supermarket? Have you bought
everything?
Mum: Yes, we have. We´ve finished the shopping and we´re coming back
home.
Mickey: Great. See you soon then.
Susie: OK. I´m so excited. I love New Year.
Susie: Bill! What a surprise! What are you doing here?
Bill: Mickey has invited me. Happy New Year, everyone!
Taken from: Hopscotch 6 Student Book
I play the CD once and, after they have answered the question, I ask:
 What did Susie and Mickey do?
 What did their Dad do?
 What did their Mum do?
I encourage sts to answer the question and then I ask if there are any words they
do not know. I invite other pupils who might know the meaning of the words to
explain them to the class.
Activity 3 – 10´:
I ask the sts to read the six sentences and then read the text again to find the
answers. “Please underline in the text where you found the answer and then
circle the correct option. Complete this activity individually and then compare
your answers with a partner”

9. Circle the correct words
1. Susie and Mickey have decorated/ have painted the living room.
2. Mickey / Susie has vacuumed the floor.
3. Susie has prepared the lemonade/ has made the muffins.
4. Mum/ Dad has organised the music.
5. Mum and Dad have started/ have finished the shopping.
6. Bill has come as a surprise guest/has returned from the shops.
Activity 4- 10´:
I ask the sts to look at the grammar box. I explain that we use the present
perfect to talk about things that happened in the past but we do not say exactly
when. I write on the board an example: “We have decorated the living room”
then I highlight/underline the words: have and decorated and explain that we
need two words to make the present perfect. The second word is the verb that
tells us about the activity (decorated). Here I point out that the verb ends with –
ED because is a regular verb. Then I write: “Mum has made her delicious
muffins” on the board and I underline the verb made this is an irregular verb. I
invite them to tell me what the base form of the verb is (make). Here I mention
the verb list that they can find at the end of their activity books. After that, I ask
the sts to look back at the story on page 60 at all the examples of present
perfect which are in purple. I ask them to complete the grammar box individually
and then compare their answers with a partner. We check the answers as a
class.
Complete the grammar box
I/ You/ We/ They finished
He/ She/ It has finished
I/ You/ We/ They Finished

10. He/ She/ It Has not finished
I/ You/ We/ They Finished?
Has He/ She/ It Finished?
Yes, I/ You/ We/ They
Yes, He/ She/ It has
No, I/ You/ We/ They
No, He/ She/ It Hasn´t
Closure 5´:
“Well, guys it´s almost time! You´ve work so hard today. The class was fantastic!
See you next class! Bye!”
Homework:
I ask the sts to complete Activities 3 and 4 on page 42 in their activity
books.”Please, as homework you will work individually on activities 3 and 4 in
your activity books”
Activity 3*
Complete the table with the past participle of the regular verbs.
Verb Past simple Past Participle

11. prepare
clean
invite
phone
decorate
prepared
cleaned
invited
phoned
decorated
have/has
……………………….
have/has
……………………….
have/has
……………………….
have/has
……………………….
have/has
……………………….
Activity 4*
Find and circle the past participle of nine irregular verbs.
csgotrtmadepabrsenttmacometeboughthtixeatenkldonevxbmaseenghttsgiven
br wgonevcb
1. buy ………………………….
2. come ……………………….
3. do ……………………………
4. eat …………………………..
5. get ……GOT..…………...
6. give ………………………….
7. go ……………………………
8. make ……………………….
9. see ……………………………
10. send …………………………
*Activities taken from Hopscotch 6 Activity Book.
Lesson plan Excellent Very Good Good Acceptable Below

12. component 5 4 3 2 Standard
1
Visual
organization
X
Coherence and
sequencing
X
Variety of
resources –
Learning styles
X
Stages and
activities
X
Teaching
strategies
X
Language
accuracy
X
Observations Nice lesson,Jime!Hope youfindmycommentsandsuggestionsuseful.Exploit
resourcestothe full.
Have a nice time.
Aure