Nargess Nargess

Speaking about " living in another country or city"
Advanced, American File 5.E. level


In this lesson students talk about why people decide to go and live in another country or in another city in their country. Firstly, students read some quotations related to the topic and they express their opinions about the sentences. Secondly, they come up with some reasons that people may may migrate to another country very briefly.Thirdly, students listen to a relevant listening file and check if the two people in the audio have any of the reasons they have mentioned. Then some paper slips as reasons or pros and cons of the topic would be distributed among groups. They should support the sentences on paper slips after a 2-3 minute thought and make use of Input papers (useful language) given to them. Finally, feedback would be reflected on students' sentences.


Abc Paper slips, audio file, cue cards.

Main Aims

  • To provide fluency speaking practice in a Group discussion in the context of living abroad or in another city in Iran

Subsidiary Aims

  • To provide specific information of a listening practice using a text about living abroad in the context of Emigrating to a foreign country


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

The teacher gives the quotations as cue cards to students who should read them in their groups discuss it and guess the topic of the activity.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Students are exposed to two listening tracks through which they find reasons and pros and cons that speakers mention (can be done and checked in pairs). Then they see if speakers mentioned any of the reasons they had mentioned earlier.

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

Some useful language phrases as paper slips are given to students so that they keep them in mind to apply them while speaking.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

Students start talking about their reasons and positive/negative sides of the topic in their groups.

Feedback and Error Correction (2-5 minutes) • To provide feedback on students' production and use of language

Feedback would be given to students on both their problematic sentences and also right ones. The should be encouraged.

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