Favorite places, There is /are (not)
Elementary A2 level


In this lesson, Students talk about their favorite places in the country/city or a holiday place they know through productive skills based on a context about favorite places. The lesson starts with a warm up about teacher's favorite city. This is followed by a leading speaking activity done in an onion circle about three things about their favorite city or country. Then Ss work on a picture and vocab matching which is followed by a pair work on vocab and what to do in each place which would prepare them for freer practice and finally they work on a talking in pair about their favorite places and then changing pair and getting FB.


Abc Photo about Istanbul on projector
Abc HO of places in a town
Abc HO of freer stage- SB

Main Aims

  • To provide fluency speaking practice in a Conversation sharing interest in the context of favorite cities

Subsidiary Aims

  • To provide review of places in the city in the context of favorite places
  • To provide product writing practice of a Paragraph in the context of favorite places


Warmer/Lead-in (3-7 minutes) • To set lesson context and engage students

T will greet with students and then start with a picture and tell them that you have been working on places, let's see where is my favorite city. The teacher talks about it and then asks Ss to stand up and form an onion circle and talk about their favorite places, Ss should share at least 3 interesting things about those cities. Then they sit and if we have enough time we can just 1 or 2 Ss to share what they said to class (but it is not necessary because the aim of the activity was speaking and also the main aim of the lesson is speaking which needs more time to be spent on.

Exposure (12-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

1) Ss are given HO of a picture and vocab matching and then they choose a word for the descriptions in the next exercise. For the first part of the task before HOs are given to Ss, read the first one and then ICQ: 1. are you going to match the words with pictures? (yes) Then after Ss are done, they check their answers in the pair and since it is not very problematic exercise, quickly nominate Ss to read for class. 2) And then explain the 2nd exercise and demo the 1st and 2nd one for the whole class and Ss do it in the pair, ICQ: 1. are you going to work individually? (No). 2. are you going to write the name of the places? (Yes). In FB: teacher tell Ss that answers are in the bottom of the paper. so check them with partners. 3) In exercise 3 Ss on their own complete it and can also show the exercise options from page 131 on WB and Ss can use it. then Ss get in the pair to share what they wrote and check their answers. And then teacher nominate some Ss to read their answers for class.

Productive Task(s)- freer task (12-18 minutes) • To provide an opportunity to practice target productive skills

1) Ss are given HO of places in a city and asked to cross/tick the things that are/aren't in their favorite place. do on their own. 2) Ss check-in groups of three or four and tell each other about their favorite places. 3) Then Ss decide which of their partner's places they would like to visit and why? 4)Finally, if we have enough time, we can ask the whole class to stand up and to go around the class to share their groups favorite and listen to other groups too. NB: As Ss are doing it in groups, Teacher monitors each group and take note of the errors, then he can write them on board and elicit the right answer from Ss.

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

1) If have time, Teacher can write some of the most problematic errors on the board and then drill, elicit, gesture to make them clear. 2) Or we can have a writing as plan B: 2..1) ask Ss to write a paragraph about their favorite place and then putting papers on the board and Ss come to the board and find the person who wrote it.

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