Ebru Alsan Ebru Alsan

Travel Lesson
Elementary, A2 level


In this lesson students will learn about writing about describing a city. The lesson starts with a small discussion about their favourite places. Then they will learn some key phrases to help them when writing the paragraph. Finally they will produce a paragraph about their favorite places.


Main Aims

  • To provide product writing practice of an article in the context of travel.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of travel.


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

T starts the lesson by asking students if like travelling or not. T talks about the country she wants to visit with some slides. T elicits some parts of the slide such as 'general information, important places' etc.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T asks Ss to make a list about the place they want to travel with their partners. T reminds them the categories they are going to think about. T monitors and helps if necessary. After doing the list, T gives them key phrases and tells them to use these phrases to tell about one of the places to tell other groups. O/C F/B

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

T gives the handouts about Rimini to the class. First, T wants them to study alone to read the text and divide it into four paragraphs as 'description of the place, a famous person, a typical food and your opinion'. 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.

Productive Task (18-20 minutes) • To provide an opportunity to practice target productive skills

T divides students into group of two or three. T gives Ss some paper and tells them they are going to write about one of their favourite places without mentioning the name of the place for a travel website. T reminds them the model and asks them to write their paragraphs by using the ideas in the model. T monitors and supports Ss when they are producing their script. When they finish, students try to guess the places that other groups have written about by asking some questions.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T swaps Ss paper. The other group 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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