Manuel Padovan Manuel Padovan

My favourite place in the world
Elementary level


In this lesson students will talk about their local areas and their ideal place.


No materials added to this plan yet.

Main Aims

  • To provide practice of there is/there are in the context of local places.

Subsidiary Aims

  • To practice speaking and writing within the context of places.


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

T will ask ss to come up to the WB and write down as many places in a town they can think of. This will be a timed activity, and the team with the most will be the winner. Demo - T will practice the activity together, before separating into groups. Groupings - W/C - three groups or two, depending on ss numbers.

Exposure (9-15 minutes) • To provide context for the target language through a text or situation

T will tell ss about a town, with information about what's in the town, for example 'there are some restaurants' and 'there's a nice beach'. After listening, T will tell ss to underline the sentence that talks about more than one place, and circle those sentences that are talking about just one place. CCQs - Is this sentence talking about one place or more than one place? How do you know? Demo - T will have the script on a PPT. T will choose one sentence and ask if it's talking about one or more place. T will look at a second sentence and do the same as before. Then T will tell ss that they should do the rest by themselves. Groupings - Individual Monitoring - T will move around looking to see if they're underlining and circling the correct sentences Feedback - W/C feedback. T will show a pre-made answer key. Ss can correct any mistakes they may have made.

Highlighting (3-5 minutes) • To draw students' attention to the target language

T will give ss a worksheet. On the worksheet will be a place in a town and then a number. Ss will then form the correct sentence. Demo - T will do the first two sentences with the ss on the IWB. Groupings - This will be done in pairs. T will move the ss around before the activity begins. monitoring - T will monitor discreetly, helping ss where necessary. Feedback -

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T will give ss a card with a table on it. The table will have places from the local area. Ss will ask and answer with the partner, using the locations already given by the T on the cards. Demo - T will demo the first two, by asking the ss 'Are there shops?' Ss will reply with the appropriate answer. Groupings - T will change the pairs around. This will be pair work. Monitoring - T will will monitor ensuring that ss are keeping to the prescribed remit of asking and answering in the correct way. T will error correct where appropriate. Feedback - T will ask about some of the answers given.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T will tell ss to think about their ideal town. T will tell ss that they can think about what they would like in their own town. Ss must then ask each other questions about whats in the town. T will move around listening for mistakes, and then writing them on the WB, after a few minutes T will then ask ss to change partners, making sure they remember not to say the same mistakes. Repeat this process until everyone has finished. Ss will be encouraged to elaborate further. Demo - T will demo with the W/C. T will tell ss to ask me about my ideal town, using the question form 'are there..?' T will reply using the TL. Practice together a few times together and then by themselves. Grouping - This activity will be done in pairs. After a certain time ss will change pairs. Monitoring - T will monitor discreetly and write down on the board any incorrect sentences. After a few minutes T will highlight the mistakes, and then get ss to change partners, ensuring they remember the corrections. Feedback - T will feedback asking ss about their ideal place.

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