Nisha Nisha

Describing a city and uses of like
Intermediate level

Description

In this lesson, students will practise speaking about the best cities to live in, using the right vocabulary to describe cities. They will learn the uses of like: to talk about something they enjoy/think is nice and also to give their opinion.

Materials

Abc Blue tack
Abc Board cards
Abc Board Markers
Abc Computer
Headway?size=16&default=html Handout
Abc Hand written sentence cards
Abc Pictures
Abc Projector
Abc Speakers
Abc USB
Abc Whiteboard

Main Aims

  • To provide practice of describing a city using the right vocabulary.
  • To provide fluency speaking practice in the context of the best cities to live in and to talk about where they live.

Subsidiary Aims

  • To provide practice of use of like

Procedure

Warmer/Lead-in (10-12 minutes) • To set lesson context and engage students

Introduce myself. Ask ss to do the same. Name and where they come from. Ask ss what they like about their town/city. Is it a nice place to live in? Why? Why not? If necessary, write prompts on the board: friendly, safe, clean, attractive, good facilities, places to eat and shop, transport, interesting events. Elicit examples. Put ss from different countries in pairs and ask them to discuss with their partners. Feedback: Discuss Ss' answers and find out what they like or don't like about their countries.

Exposure (10-15 minutes) • To provide a model of production expected in coming tasks through reading

Refer to pictures on page 98.Ask: -Where is Copenhagen? Denmark. Capital city. -Dubai- what can you tell me about Dubai? What is the building you see in the picture? Burj Al Arab. Called the world's only 7 star hotel. -Munich- third largest city in Germany. HQ-BMW - Sydney- largest city in Australia. Sydney Opera House. Has many performance venues/ theatres. Not just one. Music and art performances held. - Tokyo- capital of Japan. Very expensive to city to live in. Exercise 1A Pair students. Can you give examples of the best cities to live in? Discuss in pairs. Use prompts on the board from the warm up. 3-4 minutes Feedback as an open group.. Write down the top 10 favourites on the board. 1B Reading task,

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

Exercise 2A Ask ss to answer questions alone. 2-3 mins. Check in pairs. Elicit answers. 2B Work in pairs Elicit answers and discuss reasons for their answers. 2C Ss compare their ideas with another pair. Discuss and decide on the 3 most important things in a city.

Useful Language (10-15 minutes) (10-15 minutes) • To prepare students for the text through a listening activity and make it accessible

3A Listening exercise B- Demonstrate with an example ( as shown in the book) 4 Read script on page 174 and underline phrases from exercise 2 . Exercise 5A Work in pairs and check as an open group. 5B Refer to questions 1 and 3 in 5A. Write them on the board. Elicit answers from the ss. Underline be like and do you like in the sentences. Ask: Which questions ask for a description/ an opinion? ( questions 1,2 and 4) Rule 1 -3,5 Rule 2- 1,2,4

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice speaking

Speaking exercises 7A - 8-10 mins 7B- in grps discuss the choices in 7A .8-10 mins.

Feedback and Error Correction (15-20 minutes) • To provide feedback on students' production and use of language

Introduce the snakes and ladder game. Pair ss. Explain rules. Roll dice.Check option. Discuss your answers with your partner. Demonstrate the game. Monitor students while they are doing the activity. Correct errors as an open group.

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