Александра Биглова Александра Биглова

Article about a famous place in your city
Pre-Intermediate level


In this lesson students learn to present their hometown as tour agents using a text as a sample and new vocab while writing an article about their hometown.


No materials added to this plan yet.

Main Aims

  • To provide product writing practice of an Article in the context of describing interesting or famous places in the hometown

Subsidiary Aims

  • To provide practice of City places lexical set in the context of describing interesting or famous places in the hometown


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

T starts the lesson by asking students about places in Russia they have visited. T talks about the place in Russia she wants to visit. Then in pairs students ask each other a set of questions about where they are from and what their hometowns are famous for. For feedback several students tell about their partner as an open class discussion.

Exposure (4-6 minutes) • To provide a model of production expected in coming tasks through reading

T gives the handouts about Stockholm to the class. First, T wants them to study alone to read the text and three paragraphs with headings. Then they check their answers in groups of two or three. T projects the answers on the board. In feedback, T asks Ss 'Why are the paragraphs important?' - Because they make the text easier to organise and write; and they help the reader to understand more easily.

Useful Language (20-25 minutes) • To highlight and clarify useful language for coming productive tasks

1) T elicits adjectives Ss can use to describe Spb. T writes them on the board. T divides Ss in pairs to match adjectives with definitions, then they compare with another pair, then they check themselves comparing answers with the correct ones on handed worksheets. 2) T writes on the board "Nevsky Avenue is popular for tourists. Nevsky Avenue is touristy place. Nevsky Avenue is most touristy place in summer." T elicits usage of articles a/an/the. Ss fill the gaps with adjectives from the previous exercise and choose an article. Compare in groups of 3, check as OC. 3) T asks students apart from Nevsky Avenue which places in Spb are popular among tourists. T elicits names of different important and interesting places in a city. Ss work in pairs unscranbling names of different places. Ss compare with another pair. Check as OC. 4) T elicits structures that can be used to introduce places in a sentences. Ss make 2-3 examples of their own. They use structures there is/there are + people can visit. T reminds Ss to use adjectives and articles in their sentences.

Productive Task(s) (15-20 minutes) • To provide an opportunity to practice target productive skills

T gives Ss some paper and tells them they are going to write about their hometowns for a travel website. T reminds them the model and asks them to write only one paragraph with descriptive details by using the ideas from the previous exercises. T monitors and supports Ss when they are producing their script. When they finish, students exchange their worksheets to decide if they want to travel to their partner's hometown.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

T swaps Ss paper. Ss try to correct the sentences and write comments. T monitors and take notes. When they are done, T writes some good and bad examples on the board and elicits the correct answers from the students.

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