Yousra Thabet Yousra Thabet

Elementary level


In this lesson, students will practice speaking about neighborhoods and places using places vocabulary that will be elicited at the start of the session.


No materials added to this plan yet.

Main Aims

  • For students to practice controlled and free speaking in the context of neighborhoods and places.

Subsidiary Aims

  • To provide review and practice of vocabulary in the context of places and their descriptions. Also to practice listening for specific information.


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

Talk briefly about where I live, what I love and hate about my neighborhood, then ask students about their neighborhoods and what they love and hate about them.

Pre-teach Speaking Vocabulary (5-5 minutes) • To elicit speaking vocabulary in the context of describing neighborhoods

* Showing ss. pictures of places on ppt. 1- Elicit vocabulary and meanings. Teach in case of difficulty and show ss. the word on ppt. 2- Elicit pronunciation and teach in case of difficulty and show ss. the word on ppt. 3- Elicit form and teach in case of difficulty and show ss. the word on ppt.

Review - teach - test speaking useful Language (7-10 minutes) • To review and clarify (if needed) useful language for coming productive tasks

1- Elicit the following: A- Is there a post office on Tes'een st.? Yes, there is. No, there isn't. B- Are there any post offices on Tes'een st.? Yes, there are. No, there aren't. Note: No usage of CCQs here. 2- Using backchaining and drilling chorally and individually the previous questions and answers. 3- Place the form on the board: In case students came up with the form correctly: they place the form on the board (I will choose students randomly to form the questions and answers correctly on the board using flashcards). In case they didn't: I place the form on the board Task 1 (Is there a bank around here?): 1- Students are set in pairs and they exchange asking each other about the map in the handout using the function model. 2- Demonstrate with ss. 3- ICQs. Task 2 1- Students mingle and start using the same function model in describing places in their own neighborhoods. 2- Demonstrate with ss. 3- ICQs.

Listening (3-5 minutes) • Listen for specific information in the context of recommending places for tourists.

1- Pre-teach vocabulary. 2- Demonstrate with students the first question. 3- ICQs. 4- Play the track. 5- Ss. check in pairs. 6- Play the track again to check answers. 7- Display answer key on ppt.

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

1- Set ss. into two teams, team A and team B. 2- Demonstrate the procedure with ss. 3- ICQs: Are you going to use your pen in this game? No. Are you giving to describe one thing about this place? No, three things. Who will ask the next question in the game? The student who answered correctly. * No feedback is provided after this task 4- Wrap-up.

Web site designed by: Nikue