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Describing towns lesson
Pre-Intermediate level


In this lesson, students learn and utilize the vocabulary for describing towns through a web-based reading text 'Living in Montreal' that is comparing three cities in Montreal. The lesson starts with a group task for finding things (e.g. bank, metro, restaurant) in the town of the school's location to introduce them to the topic. This is followed by vocabulary task in preparing them for the reading task. After reading task, there is a controlled speaking practice via role-playing. Finally feedback for the language of students.


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Main Aims

  • To provide gist and detailed reading practice using a text about Living in Montreal in the context of describing towns.

Subsidiary Aims

  • To provide clarification, review and practice of describing towns in the context of Living in Montreal.


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students to the topic

Using projector reflect the ITI map on the whiteboard. Ask students to find ITI on the map. Ask Ss: "What are the things in the area? For example:hotel." Elicit the words they come up with and write them on the board. (Goal is to test their knowledge of the target vocabulary.) As typing the words write them in group order. (words for transport, words for accommodation etc) Ask Ss the address of ITI : 4.Levent, Kagithane, Istanbul Teach them 4.Levent is a TOWN.

Pre-Reading#1 (10-12 minutes) • To enable students for the target language for describing towns

1) Material#2 - Peer work Make pairs. 1-Hand-out the vocabulary worksheet with pictures. Tell Ss to match the words with their pictures. 2-Using projector reflect the page on to the board. Elicit answers and type on the board. Clarify the meanings for the problematic vocabulary, ask CCQs and work on pronunciation. 2) Material#3 - Group work Make new groups. 1- Give them vocabulary grouping activity. Tell them to put the words in the correct group with their group. 2-Using projector reflect the page on to the board. Elicit answers and type on the board. Nominate 4 students to come on board and each student types the words for one group only. Check the answers with whole class. 3- Ask students if they can add more words to these 4 groups (public transport, accommodation, nightlife/culture, other) Elicit new words from Ss. 3) Material#4 - Group work Regroup students. 1- Give them fill in activity. Tell them to complete the task together. 2- Using projector reflect the page on to the board. Elicit answers and type on the board. 4) Material#5 - Open class discussion 1- Using projector reflect the picture on to the board. Ask students: "Imagine. You are going to live somewhere new. Which things most important for you?" 2- Nominate students and ask their answers.

Pre-Reading#2 (2-5 minutes) • To introduce and prepare students for the reading topic about Montreal

1) Material#6 Using projector show the pages from powerpoint file. Show them orderly. - first show the pictures of 3 famous Canadians, ask SS if they know their names. - then show them pictures of Niagara Falls and The Rockies(mountain). Try to elicit these pictures all about Canada. - then show the picture of Canada map. - ask Ss what else they know about Canada. - ask Ss if they know anything about Montreal in the map, then ask them to locate it in the map on the board.

Reading#1 (10-12 minutes) • To provide students with less challenging gist and specific information reading tasks

1) Material#6 Tell Students: "Imagine. You are going to live in Montreal city. You have 3 towns to choose from." Show the map for it on the board and read the towns' names. 2) Material#7 Give the reading material to students. 1-Tell them by showing the reading text: INDIVIDUAL - You are looking at this website. It is about living in Montreal. It tells you about 3 different towns in Montreal. - Now read this. Choose which town you'd like to live in? and WHY? 2- Make groups : GROUP WORK Tell them to compare their answers and discuss with their groups. Controlling: Walk around the groups and see if they are struggling with something and help them. Meanwhile, make a chart of each town on the board, prepare for feedback stage. Feedback: Ask students: 1- Who would live in Verdun? 2- Who would live in Outremont? 3- Who would live in Old Montreal? Ask each question orderly, let them raise hands and nominate them, ask them WHY? get their answers type on the board accordingly in the chart. (Goal is to check their understanding and also let them produce the language, and help them to see on the board) Praise for the good language and correct the problems.

Reading#2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

1) Material#8 Tell students they will read the text again. Hold the task and explain the task (Look at the sentences. Which sentence refers to which town. Tick your answers in the chart), then hand out the task to Ss. Use ICQ if necessary. - First do the task individually. - Then check their answers within their groups. Feedback: Using projector reflect the task on the board. Elicit answers from students and mark on the board.

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

If any time left a freer speaking activity will be conducted. Peer Activity. Ask students: Which town you would not want to in? and Why? Discuss with you group. Controlling: Listen to their language and make notes. Feedback: Praise the good language and reformulate the ones needs correction on the board.

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