Polina Polina

Describing your favourite city. Writing
A2 level


In this lesson the students will learn to write about their favourite city using the process writing approach.


No materials added to this plan yet.

Main Aims

  • To provide process writing practice of a short essay in the context of favourite cities

Subsidiary Aims

  • To provide gist reading practice using a text about The place where I live in the context of favourite cities


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I put the pictures of some cities on the board (St. Petersburg, Moscow, Velikiy Novgorod, Kizhi, Paris). Elicitation questions: What is it on the pictures? (cities) What is so interesting about them? Have you visited them? Discuss in pairs: which one would you like to visit? Why? Class feedback. Comment: At the end of the lesson you are going to write a bit about your favourite city to live. Think about the city you like most.

Providing a model for writing. Reading for detail. (5-8 minutes) • To provide a model of production expected in coming tasks through reading

I put some pictures of Porto on the board and ask Ss, whether they know it, although it is highly unlikely that they know the city. I say that they are going to read about this city now, distribute HO1 and ask them to read the text for 2 minutes and ask them to match the paragraphs and the headers (+1-2 minutes). What's famous for? 4 What's the weather like? 3 What's the best thing about it? Do you like living there? 5 Describe your home town. 2 Where do you live? Where is it? How big is it? 1 Pair check, class feedback.

Useful Language (3-5 minutes) • To highlight and clarify useful language for coming productive tasks

Now Ss focus on the gaps in the text and make some predictions about what kind of words may fill in these gaps. Then I distribute HO2 with the words and ask Ss to match them with the gaps. 2 population 3 streets 4 museums 5 weather 6 beach 7 tourist 8 river 9 festival 10 atmosphere Pair check, class feedback.

Grouping for further writing production (2-3 minutes) • To group Ss so that they will find the most engaging topic to write about.

I ask the Ss: what is your favourite place to live? Collect possible feedback and start forming groups. If some of the Ss are doubtful or don't know, I give the alternatives from the warmer (pictures). (Probable reaction: Moscow! - Ok, let's make a group of you three, please sit next to each other. What about St. Petersburg? - You three come together please. What about you? Do you like to write about Vladivostok? Or Veliky Novgorod? Choose one city and sit together). The outcome should be four groups of three students sitting near each other. They should decide on the actual writer, I give them a sheet of paper.

Useful Language and Brainstorming (3-5 minutes) • To highlight useful language for the writing, brainstorm it and divide into the categories of future chapters

I divide the board into the following categories: sights weather city living (good/bad things about living in a city). What words do we need do describe weather/sights/city living? elicitation and brainstorming (see attached list of words). Other topics are also possible, but optional (e.g. history). Ss may use dictionaries or ask me for specific words if they need.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

The Ss are supposed to write three paragraphs about their favourite city to live (weather, sights, good and bad things about living in this city). I monitor and assist them while writing.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

The groups swap their writing and provide a feedback on task achievement. The checking questions: Did they write about each aspect (weather, sights, living)? Do you agree with their discription? What can be improved? Some things you are not sure about? After some preparation, one of the students from the peer group provide a short feedback to the whole class. I monitor and help students with the feedback. If there is some time left, Ss may improve their writing according to the feedback.

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