You are on page 1of 3

3rd Grade

Unit 4: Planning Holidays

Snakes and ladders holidays

31 32 33 34 35

30 29 28 27 26

21 22 23 24 25

20 19 18 17 16

11 12 13 14 15

10 9 8 7 6

1 2 3 4 5

A: Are there any souvenir
A: How much are the A: What time is the next
A: How many tickets would shops here?
popcorn bowls? defines show?
you like?
B: Yes, there some
B: The popcorn bowls are B: Next defines show is at
00 B: I’d like 8 tickets, please. souvenir shops just
$5. 10.30
opposite the restaurant.

A: How can I get to A: How much is a single A: What time is the next A: Where can I get some
the city centre? ticket to Cancun? bus to Zacatecas? shampoo?

B: You can get to the city B. A single ticket to Cancun B: The next bus to B: You can get some
centre by taxi. is $500. Zacatecas is at 6.30 p.m. shampoo at the mall.

A: Are you going to visit the

A: Are there any banks
A: What’s the weather like A: Are there any cinemas wax museum next
near here?
in London? near the hotel? Monday?
B: Yes, there some banks
B: The weather in London B: No, there aren’t any B: Yes, I am going to visit
near here.
is rainy. cinemas near the hotel. the wax museum next
A: What are you going to
A: What are they going to A: Are you going to climb
do next holidays? A: Where are you going to
do on Saturday morning? up the pyramids tomorrow?
meet your friend?
B: I’m going to visit Uxmal
B; They are going to visit B: No, I’m not going to
next holidays. B: I’m going to meet my
their grandparents on climb up the pyramids
friend at the cinema.
Saturday morning tomorrow.

A: How can I get to

A: How long does it take to A: How much is a return A: What time is the last
the national museum?
get to downtown? ticket to London? train to Seattle?
B: You can get to the
B: It takes you 10 minutes B: A return ticket to London B: The last train to Seattle
national museum by
to get to downtown. is £300. is at 3 o’clock.

A: Are there any

A: Where can I buy some
A: What’s the weather like restaurants around the A: Are you going to swim at
post cards?
in the winter? hotel? the weekend?
B: You can buy some
B: The weather is very cold B: Yes, there some B: Yes, I am going to swim
postcards at the newspaper
in the winter. restaurants around the at the weekend.
hotel, just behind it.

A: What are they going to A: What are you going to A: Where are you going to A: How do you get to the
do in the summer? do at five o’clock? spend next holidays? park?

B: They are going to go to B: I’m going to attend a B: I’m going to spend next B: You can get to the park
Veracruz in the summer. conference at five o’clock. holidays in the beach. on foot.

A: How long are you going A: Is there a swimming A: Is there anyone who A: Where can I get some
to stay in the hotel? pool in the hotel? speaks English? water?

B: We’re going to stay a B: Yes, there is a swimming B: Yes, there is a person B: You can get some water
week. pool in the hotel. who speaks English. in the groceries store.
ACTIVITY: Snakes and ladders holidays – Group work: speaking
TIME: 30 minutes.
AIM: To formulate questions to given answers, regarding travel information and future plans.

LANGUAGE: Function 4.1 Asking for and giving travel information, and 4.2 Talking about future plans.

Before class: Make a copy of the worksheet and set of cards for each group of OPTION:
six or eight.
Cut out the cards and keep them a set to each group. The game can be played only
with the cards.
Player 1 from Team A takes a
In class: card and reads the answer on
1. Ask the students to work in groups of three or four pairs and give one board it. Player 1 from Team B tries
game to each group of students. to give the question within 10
seconds (might receive help
2. Ask pairs to get a counter to play, it can be their sharpener, eraser or anything from the team to say the
small they have at hand. question). If Team B player
3. Elicit instructions to play Snakes and Ladders and tell them that this time, when gives the correct answer,
the pair playing lands in a place with a question mark, the another pair should he/she keeps the card. If
Team B player does not have
take a card, and read the answer on it. The pair of students in turn must discuss the correct answer, then
for a brief moment (maximum 10 seconds) about what is the most appropriate Team A will be given the card.
R on L question to the given answer. Then, this pair must formulate the question to that The game continues with
answer. If the pair answers correctly, they can remain on the square. If not, they players from each team taking
turns asking and answering
PE must place the counter back to the last position. The next pair of players then questions until there are not
throws the dice, and the game continues. cards left. The team with
4. Explain that: more cards is the winner.
• If a pair lands on the head of a snake, they must move to the bottom of the
tail. There is no need to answer a question.
• If a pair lands on the base of a ladder and give the correct question of a card, they move to the top.
• The first pair to answer the question on the final square correctly is the winner.
• If there is no question mark on the square a pair lands on, they don’t need to answer a question.
• In the event you run out of questions, the pair furthest ahead is declared the winner.

5. Students place all counters on the start square. The cards should be in a pile (shuffled), upside-down.
6. Play a turn as an example and once instructions are clear get students started.

PERFORMANCE EVIDENCE: Students can use language REFLECTION ON LANGUAGE: Students notice that the
creatively and appropriately by selecting lexis, phrases and structure be going to indicates future intentions which are
grammatical resources in order to produce meaningful, fairly certain to happen and that some prepositions indicate a
relevant and clear texts (conversation) when discussing travel particular method of transport and collocate differently (e.g.
and when planning holidays. by bus, by train, on foot, etc.), and use such language
STRATEGIC COMPETENCE: Can recognise when confused features appropriately.
and use verbal and/or non-verbal language to repair
communication breakdowns.


You can give each group of students the same number of cards and ask them to cut them up so that they separate
the questions from the answers. Then, each group should exchange their set of cards with another group. After that,
each group will have to match questions with their corresponding answers.
Make the point that answers will not usually be as complete as the ones of the game.

IDEAS FOR EVALUATION: You can have students use the questions of the game to create a dialogue in groups of 3
or four, adding and/or adapting the information given. Ask students to think about a trip situation in which they would
use those questions. Students could then act out their dialogue for another group, who could evaluate them, following
criteria previously agreed on (e.g. the use of fixed expressions, intonation, etc.).