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1. T dictates to Ss a list of 20 statements about their holiday.

2. Ss listen and write down only the sentences that are true about their holiday.
3. Ss compare their lists of recorded statements with their partner sitting next to them.
4. T asks Ss who has the most and fewest sentences recorded and asks them to read those to the
whole class for reading correction if necessary.
5. T has the student with 3 true statements come to the board to write them for spelling check
with the whole class.
6. T can simplify the list of the sentences or make the statements more complex and include the
grammar and vocab. learnt during the year to revise it all.
7. Sample sentences for Elem. Level:
a. I really enjoyed my summer holiday.
b. I couldn’t go abroad.
c. I spent all day sitting in the sun.
d. On August 31st I wasn’t in my hometown.
e. It rained a lot on my holiday.
f. I’d like to go back there again.
g. We had to buy a new suitcase for all our shopping and souvenirs.

Sample sentences for Interm. Level:

a. It was the most enjoyable summer break I’ve ever had.


b. This trip was no near as expensive as you could have imagined.
c. If I could drive I would have hired a car to get around more extensively.
d. I managed to meet a great number of foreign people make loads of friends.
e. We had to spend the most miserable time in our country cottage as it drizzled nearly every day.
f. I spoke English very confidently and knew what to say in any situation.
g. I remember myself saying I had never seen such beauty in my whole life.

As an extension Ss write their own 10 sentences both true and false about their holidays. Then they
swap them with their partner sitting next to them for spell check and guessing which ones are true
and false.
Level: Pre-Int. +

!. T. makes several collages with various views of different world-famous places, glues them on A4-size
sheets of paper at different angles to make them look nicer. Include also images of medicine, rubber
boots, sunglasses or even a fire engine. Preferably, every S. should have a different collage but T. can
make photo copies.

2. Ss work in pairs, each has a different collage. They look at their own pics and decide how to tell their
partner about the places on them which they have visited during their imaginary holiday. Ss include
information about the common objects, e. g.: medicine because they were ill, boots because it rained or
fire engine as they saw a fire.

3. Ss tell each other in pairs about their experiences.

4. For more advanced Ss T asks them to tell about these famous places and the other S in pairs must
guess what place it is.

5. As a variant of this activity Ss first ask questions, e. g.:

- Why is here an umbrella?

- What was the weather like on the beach?

- Where did you go?

- How many countries did you visit? etc. to revise question making.

5. After Ss finish they must share with the whole class at least 2 things they learned from their partner.

6. At the next lesson T gives Ss the collages in random order and this time they talk to each other about
2 places from the pics in the collages without showing them telling about what they could see, smell,
touch, hear and feel. Their partner must guess which places they hear about.

7. For HW Ss write about their imaginary holidays as they talked about in class.

8. Ss can make similar collages of their own holiday experiences for HW and repeat the above
mentioned procedures in the next class.

9. If they have not been anywhere exciting T asks Ss to make a set of pics of an imaginary holiday or
their dream holiday.
Revising to+inf., -ing and bare infinitive forms.

1. Give Ss sheets of paper size A4 of different colours for them to choose one.
2. Tell Ss to draw a large circle on their sheets. T demonstrates this on the board. Ss draw circles
with a pen or a bright marker. Divide the circles in 12 sectors by dividing them first into 4 parts
with a cross and then each part in 3 sectors.
3. Tell Ss to write in the sectors: 1. Manage to ____ 2. Help smb. to_____ 3. Decide to _____ 4.
Love ________ing 5. Enjoy _____ing 6. Must _____ 7. Choose to______ 8. Want to________ 9.
Hope to______ 10. Can/could_______ 11. Start to______/_____ing 12. go________ing.
4. Divide the class in pairs and give each pair a coin. Demonstrate the activity to all class by telling
Ss to put the coin in the centre of the circle on its rib and spin it. Ss lok at the sector where it
lands, e. g.: decide to____. Ask Ss to make a question about summer holidays using this
combination :
- Where did your family decide to go on holiday last summer?

If it is a class of low intermediate level T practices these combinations on the board with the whole
class, writes them on the board:

-What did you manage to see during the holiday?

- Did you help anyone to carry their luggage?


- Which countries did you choose to visit?
- What did you hope to do abroad?
- What must I see in that town if I go?
- When did you start feeling/to feel homesick?
- Can/could you swim/drive/ride a horse/bike?
- Did you go swimming/fishing/horse-riding? Etc.

SS of higher level make up their own questions and take it in turns to spit e coin and answer each
other’s questions depending on which sector it lands on.

5. Ask several Ss to share what they learnt about their partners with the whole class.
Poetry class

1. T asks Ss to name different nouns, adjectives, verbs they associate with summertime. Divide the board
into 3 columns and ask a student to write these ideas on the right columns on the board. SS copy these
in their note-books. The whole class checks the spelling.
2. T reads an example poem about summer. Then T writs on the board a grid with gaps in which T
indicates what part of speech SS need to contribute.
3. SS work in pairs to make up poems of their own, which may not necessarily rhyme but as a result of
writing it they need to read it to the whole class.
4. For more fun T asks student to name various nouns, adjectives, verbs without reading a poem first and
write Ss’s ideas in the gaps on his/her sheet and then read the complete version to the whole class.

SUMMER

Summer has finished, we all had much fun.

Autumn is coming with wind, fog, and rain.

We went on long walks, picked up mushrooms, ate sweet buns,

went fishing in deep lakes.

Dear summer, oh, please, come back to us again.

The gapped version is:

Summer has (v)_____________, we all (V)________________ much (n)__________.

(n) is (v)_________________ with (n)___________, , (n)____________and (n)______________.

We (V)___________________)(adj.)___________ (n)__________________, (v)__________________.

Dear summer, (v) _____________to us ______________________again.


Pre-Int. + level

1. T asks students to bring in class their favorite picture they took on holiday at some time.
2. In class on board T checks with Ss the rules of how to use prepositions IN, ON, At for time and
place.
3. Ss tell each other about why this photo is so special to them, what they were doing at the time they
took it, describe it in detail telling about their feelings and memories of the place and time and
where they keep it.
4. Or Ss may ask each other questions about their partner’s photos.
5. If it is hard for Ss to bring pics T may bring interesting pics to look at and imagine various
background information. It will be good to practice Past Continuous Tense in context.
6. For homework Ss write about their photo in several paragraphs:

What is your favourite photo?

Who took it? When? Where?

What was happening when you took the photo?

Where do you keep it?

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