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Speaking: Talking about favorite places (town, city, or village)
Elementary, A2 level


In this lesson, students will be better able to talk about their favourie places and describe them to their friends using there is/ there are/ there isn't and there aren't.


Abc HO
Abc Pictures
Abc WB

Main Aims

  • To provide students with fluency practice in the context of "favorite places"

Subsidiary Aims

  • Lexis/ writing


Lead-in (3-5 minutes) • To activate students' existing knowledge of the topic & to generate interest in the theme of the lesson

- T projects pictures of the city Antalya and ask students to guess which city it is. - T ask students to think why he likes this city and why he wishes to spend his next vacation there. - T uses sentences like: I like Antalya because there is/ are .....

Preparing to speak 1 (6-8 minutes) • To provide ideas to speak about favorite places and pre-teach difficult vocabulary

- T sets a task for students to make students familiar with the vocabulary they will use in the next stage. - T ask students to choose one of the favorite places they know and wish to spend their vacation at. - SS are given HO1 which contains vocab. about places that might be there in their favorite chosen place. - He asks them to tick/ cross things that are/ aren't in this place. - When finished, T elicits/ drills difficult vocab. and illustrates them on the whiteboard/ or shows pictures.

Useful language (4-6 minutes) • To highlight and clarify useful language for coming productive tasks

- T asks students to write things about their places in HO2. ( HO2 consists of statement start with: there is/isn't, there are/ aren't.) - SS refer back to HO1 to complete the task. - T monitors, writes notes for errors to correct later on.

Speaking Task (18-20 minutes) • To provide an opportunity to practice target productive skills

- T divides the class into pairs and ask students to take turns and tell the others about their favorite place. - T switches into groups (A,B,C,D) and again talk about their places. -T chooses one of each group to talk about another one's place. - T monitors and writes notes of errors to correct. - T asks students to play FSW, ask them to stand up and search among students and fill in the chart (HO3).

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

After taking notes of errors from students, T highlights them and write on the board and try to elicit correction from the SS before correcting them.

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