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Learners use wedding photos and greeting cards, read a task text, discuss prompts in breakout rooms, and give opinions with intensifiers. The plan includes structured feedback, comparing traditions across cultures, freer pair practice with note-taking, additional special occasions and a card-finding game using an online resource.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/entry-3-activity-2-special-occasions-online/492746/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/entry-3-activity-2-special-occasions-online/492746.png","ImageObject",300,407,{"name":92,"@type":93},"AfterMidnight","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning aims does Activity 2: Special Occasions have?","Question",{"text":112,"@type":113},"It focuses on developing Entry 3 speaking and listening skills, exploring related vocabulary, and practising descriptive accounts, comparing/contrasting language, and giving opinions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What resources are recommended for this lesson?",{"text":117,"@type":113},"Use photos of an English wedding, greeting cards, a handout, and the online “Cards for all occasions” resource. Materials also include wedding photos and a shared handout via the chat box.",{"name":119,"@type":110,"acceptedAnswer":120},"How do learners practise comparing wedding celebrations?",{"text":121,"@type":113},"Students choose differences between UK celebrations and their own culture (or a friend’s culture), discuss prompts in breakout rooms, then share examples in the main room for feedback and further practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},492746,1790924234,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090896061,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Activity 2 : Special Occasions (CEFR B1)  \nLevel:  \nCEFR B1  \nTime:  \n90 minutes  \nResources:  \n✓ Photos of an English wedding  \n✓ Greetings cards  \n✓ Handout  \n✓ Handout/website “Cards for all occasions”  \nAims:  \n✓ To develop skills and knowledge in speaking and listening at Entry 3  \n✓ To explore vocabulary connected to Entry 3 topics  \n✓ To practise giving a descriptive account of special occasions  \n✓ To practise the language of describing and comparing and contrasting and giving opinions  \nExam task focus: Component 1 Tasks 1 & 2  \nProcedure  \n1. Introduction and personalisation  \n• Tell the class we are going to talk about special occasions and celebrations. Everyone celebrates important events in their lives, but we all do that indifferent ways.  \n• Ask if anyone has got married recently or is planning a wedding (their own or someone in their family) or have a few wedding photos ready to contextualise. This will give you an opportunity to elicit, drill and board some of the key vocabulary.  \n2. Key vocabulary  \n• Pair or group students in threes if you can so they are with someone from a different cultural tradition, to put into breakout rooms (BORs) . The speaking activity will then be genuinely authentic.  \n• Distribute the handout and ask them to read the passage in Task 1. They can check with each other on words that are new or call you over for help  \n• Then whole class check understanding and pronunciation.  \n3. Speaking activity  \n• Set up students to work in pairs or small groups in BORs using the prompt sheet in Task 2 and monitor and support. Then take feedback back in the main room. They must tell you what they learnt from their friend.  \nMaterials  \nWedding photos  \nShare handout via chatbox  \n4. Freer discussion promoting giving opinions  \n• At this stage elicit opinions to encourage use of intensifiers too/not enough  \n• Prompt by making statements about aspects of UK weddings.  \n• For example, In the UK hen and stag parties have recently become very elaborate. People often go together on a mini break to another country. What do you think about that? (other topics, party favours, expense of weddings generally)  \n• Write a couple of sentences demonstrating this use of intensifiers up to conclude.  \n5. Comparing and contrasting  \n• Ask students to choose. They must be ready to talk about the differences in wedding celebrations either between in the UK and their own culture or between a friend’s culture and their own culture.  \n• Using the prompts on the handout, elicit some more examples.  \n• Put Ss into BORs to share their experiences.  \n• Back in the main room, elicit examples from a few different pairs.  \n6. Freer practice  \n• Now ask them to think of a wedding they would like to talk about and make some notes. Then in BOR pairs one asks questions and comments as the other talks.  \n• On returning to the main room, get a couple of pairs to do it for the whole class and encourage further comments and questions.  \n• Then they switch.  \n7. Other special occasions and excuses for celebrations  \n• Show them a few (real) cards if possible eg Birthday:  \n• Ask students What other occasions do we celebrate?  \n• On board elicit and write up the following:  \n• (scribe in this order-you may also get culturally specific ones such as first communion, big 15th birthday party for girls and other significant birthday or wedding anniversary years)  \n- New baby  \n- Birthday  \n- Graduation  \n- Wedding  \n- Anniversary  \n- Retirement  \n• It would be possible here to use the website handout for reading practice  \nand further exploration of the topic. You could also do a writing activity choosing and completing a card appropriately.  \n8. Game  \n• See how many examples of the ones listed can you find on the website handout.  \nNOTE: [https://www.greetingsisland.com/cards/events-and-occasions](https://www.greetingsisland.com/cards/events-and-occasions)  \nCards  \nCards for all occasions handout or website  \n9. Free practice and ext","cbCaielNeDGF4DQH","https://ap.wps.com/l/cbCaielNeDGF4DQH","pdf",356532,"English","# Aims and focus\n## Procedure\n## Key vocabulary\n## Speaking activities\n## Comparing and contrasting\n## Freer discussion and practice\n## Other special occasions and game\n## Extension and cultural awareness","[{\"question\":\"What learning aims does Activity 2: Special Occasions have?\",\"answer\":\"It focuses on developing Entry 3 speaking and listening skills, exploring related vocabulary, and practising descriptive accounts, comparing/contrasting language, and giving opinions.\"},{\"question\":\"What resources are recommended for this lesson?\",\"answer\":\"Use photos of an English wedding, greeting cards, a handout, and the online “Cards for all occasions” resource. Materials also include wedding photos and a shared handout via the chat box.\"},{\"question\":\"How do learners practise comparing wedding celebrations?\",\"answer\":\"Students choose differences between UK celebrations and their own culture (or a friend’s culture), discuss prompts in breakout rooms, then share examples in the main room for feedback and further practice.\"}]","Entry 3 - Activity 2 - Special Occasions - Online | PDF",1790869737,15]