Alla Malkina Alla Malkina

Fovourite places lesson
Elementary A1 level


In this lesson students will be speaking about the topic of favourite places. They will be introduced to the context, exposed to new vocabulary. This will be followed up with matching exercises to review the lexis, writing activity and speaking for fluency in pair/groups in the context of places.


Abc Face2face Elementary Student's Book p.39
Abc Matching exercise. Exposure to vocabulary in the context of 'favourite places'.
Abc Visuals
Abc Bingo game

Main Aims

  • To provide speaking practice for fluency in the context of favourite places.

Subsidiary Aims

  • To provide review, practice and clarification of vocabulary in the context of favourite places.
  • To practice students' productive skills in a writing practice in the context of favourite places.


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

Teacher shows to the students pictures of different cities and resorts? Teacher asks: What are these places? Do you like these places? Which places you don't like? What is the topic of our lesson? Get answers.

Exposing to vocabulary (4-5 minutes) • To introduce lexis through a matching exercise

Show the students the handout and ask to match words to pictures. Give a folded handoud and ask to do only the exercise which is on the front page. Check the answers in pairs. Ask the students: Do you all know what these are? Get answers. Write the unknown words on the WB and drill the pronunciation. Ask the students to check their answers with the answer key.

Pre-speaking task to check the knowledge of the new vocabulary. (4-5 minutes) • To provide practice with vocabulary introduced and prepare for the next set of vocabulary.

Divide the students into pairs, Give the students the handout and ask to work in pairs and ask to choose their favourite place in Turkey. Ask them to tick/cross the things in the box that are/aren't in this place. Model the task on WB. Ask one pair to tell the WC about his/her partner.

Exposing to vocabulary (4-5 minutes) • To indroduce new vocabulary and review the vocabulary in the context of Favourite Places.

Give the HO worksheet (with the answer key on the other page) and ask to look at the words. Ask if there are any words they don't know or not sure about. Write the words they don't know on WB and drill. Ask the students to look at the second page and see definition.

Writing practice and semi-controlled speaking practice. (5-7 minutes) • To practice the productive skills using the target language and to prepare students for fluency speaking practice.

T: Where do we all live?-In Istanbul Do you like Istanbul? Are there any things you like or don't like about Istanbul? Ask the students to write in the worksheet the things they like or dislike about Istanbul. Ask the students to discuss in pairs what they like or dislike about Istanbul. Monitor and make notes. Get one pair to tell the whole class about his/her partner.

Speaking for fluency practice. (5-7 minutes) • To provide students with speaking for fluency practice.

Make the students to work in groups of three or four. Model the task: My favourite place is my hometown Sevastopol. There are nice parks there. There is no lake there. There are interesting shops there. Ask the students to tell each other which things they have or don't have in their favourite place using the words from the exercise 10. Ask the students to choose one of their group's places they would like to visit and ask them to tell the class why they want to go there.

Bingo game (7-10 minutes) • To review the exposed vocabulary.

Students work in groups of three or four. Teacher gives each group a bingo card. Gives them a few minutes to check the picture. Teacher reads out the places. When students hear a place that they have on their cards they put a cross through it. When a group crossed out all the places on their card, they shout 'Bingo'. The first group to shout 'bingo' wins the game.

Delayed error correction (2-3 minutes) • To provide the feedback on students production and use of language.

Delayed error correction using notes made during monitoring.

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