Holidays in Britain. Halloween

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SEQUENCE

ims and objectives: to revise and practise vocabulary; to develop students listening skills; to develop students' communicative skills; to develop cross­cultural competence.

Warm up

The teacher's greeting. Good morning, students! I’m glad to see you.

How are you?

Phonetic exercise •

Students revise homophones. First, students listen to the word pairs, the, they repeat them. The teacher gives the definitions of the homophones if it is necessary. The pairs of the words are on the black­board (or in the handouts):

• Air — heir [ea]

• Aren’t — aunt [a:nt]

• Allowed — aloud [a'laud]

a Ate — eight [eit]Checking on homework

Students (selectively) read their letters.

Game "What's the holiday?"

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There are the same sets of the cards for each group. Each picture is on the separate card and the cards are mixed.

he teacher prepares pairs of the cards with holidays (in Great Bri­tain) and their symbols. Students are divided into three or four groups, and each group gets the set of the cards. Students have to match holi­days and symbols, and present the result. The first group finished the task is a winner. The teacher can uses cards like these:

Introducing the topic

Teacher presents the topic of the lesson with the text about holidays (ex. 1, p. 172). The teacher has to explain the difference between public holidays and festivals.

Reading

Students read the text in three groups. Then, in groups students make a plan (notes) to the text, and after reading each group shares information.

Students read the first part have to add some information about one more holiday, except Halloween and May Day.

After-reading activity. First, students focus on gist. They do ex. 2, l>. 173 and express their agreement or disagreement with the state­ments. Students have to explain their choice.Answers:

1. disagree with this statement, because English people celebrate

Halloween on the 31st of October.

2. That’s right. Children go from house to house, knock at the door

and ask “Trick or treat?”

3. This is false, because on the first Sunday in May people put up

a maypole tree.

1. fully agree with it...

Variants are possible.

Then, students go over to ex. 3, p. 173 and focus on details. They have to read and complete the sentences.

Answers: 1 public holidays; festivals; 2 the 31st of October; 3 lanterns of pumpkins; 4 candies, fruit, cakes and other tasty things; 5 flowers, dances, games; 6 the May Queen.

Relaxation

The teacher makes movements with the students. Teacher uses any rhyme for physical exercises. For example:

I’ll tell you a story About Jack-a-Nory,

And now my story’s begun;

I’ll tell you another About Jack and his brother,

And now my story’s done.

Writing. Speaking

Students work in three or four groups, but the teacher rear­ranges students in groups (group exchange students). Each group gets “its” holiday and makes a list of activities people usually do on these holidays. Then, each group presents its story about the holiday (ex. 4, p. 173).

Speaking

Work in pairs. The teacher divides students into pairs. Their task is to read the dialogue and act out their own one (ex. 5, p. 173).

Homework

Ex. 6, p. 174.

Summary and feedback

The teacher summarizes the work by asking for students’ feedback.LESSON 81