Salar Lotfi Salar Lotfi

Where are they from ? , Reading & Speaking
Beginners level


In this lesson, students learn about countries and cities and they talk about where people are from. there is an introduction to adjectives: fantastic, awful and beautiful. students see their first listening task and also a short reading text.


Abc Map
Abc Reading handout
Abc Audio CD Track 2.10
Abc Audio CD Track 2.11

Main Aims

  • To practice reading for gist and specific information
  • To provide gist reading practice using a text about Where are they from? in the context of Cities and Countries

Subsidiary Aims

  • to introduce and practice adjectives: fantastic, awful, beautiful


Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

T will post the picture of the couple on the whiteboard and Students will be asked to describe the couple.

Pre-Reading (2-3 minutes) • To prepare students for the text and make it accessible

New York City, Montreal, and France will be written on the board and then students will be asked to read through the upper right corner of page 16 to decide where the couple is now. [NOTE: no feedback, as the gist listening will be the feedback]

Gist listening (2-5 minutes) • To provide students with less challenging gist and specific information listening tasks

T will tell the Ss they are going to listen to an audio 2.10 and if they can guess where the couple is now.(New York)

Detailed Listening (8-10 minutes) • To provide students with more challenging gist and specific information listening tasks

Check comprehension by getting students locate these places on the map. Write on the board : *What is her job? *What is his job? *Where is she from? *Where is he from ? *Where do they live? Play the recording 2.10 again and ask students to listen. Pair check answers and provide feedback. explain any new words : *Married (Refer to a famous married couple) *Teacher *School *In the center of (can be illustrated on the board) *Doctor *Hospital

While Listening (8-10 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

Part 2 Ask Ss to work in pairs to complete the sentences about the txt. *Make sure they understand that there is more than one possible answer for number 4 Go over the answers by asking individual students to read out their completed sentences.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Part 3 Focus attention on gapped Q in exercise 3. *Elicit complete examples to practice IS and ARE. e.g. What's his name? What's her name? Where's she from? Where's he from? *Highlight the use of contraction ('s) Get Ss to ask and answer in open pairs Monitor & check for the correct use of he/she & his/her and the falling intonation of Wh- questions.

Grammar Spot (2 minutes) • Highlighting the use of He/She/They

Focus attention on gapped sentences Complete the first Q with the whole class as an example (IS) ask Ss to complete the other sentences Highlight the use of He/She/they by pointing at a male student and saying he/ a female and saying she & a group of Ss and saying they. Refer Ss toGrammar reference 2.4 on page 123

Listening/speaking (2-4 minutes) • To provide students with answers to the conversation

Part 4 Mention that in this part they are going to hear about different aspects of Claude and Molly's trip to NY. recording 2.11 Focus att on the words in the boxes & use the smiley symbol and the photos to pre-teach the vocabulary. Focus att on the example in number 1 Play the recording through once and get the Ss to complete the rest of the conversation. Feedback by playing the recording again * If necessary play in the third time for Ss to listen and repeat. Encourage accurate pronunciation with the Adjectives In pairs, Ss practice the conversation & if possible get them stand up & role play the characters. Drill pronunciation of Awful/Fantastic/Beautiful Provide feedback and error correction as whole class.

Speaking Practice (5-10 minutes) • having student create their own dialogue

Using only the pictures and names from Workbook Page 13, ex.11, have Ss create their own dialogue about the places they are visiting. ask Ss to role play the conversation and get the rest of the class to guess where they are. Monitor and do task feedback and error correction

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