Nafise Nafise

places in town , vocabulary and reading
Elementary level


In this lesson, students learn some new vocabularies of different places in the city through some pictures' elicitation . the lesson starts with a context of teacher's hometown and that she likes Istanbul, followed by some slides for the students to come up with the new vocabulary. This is followed by a controlled practice designed by the teacher to check the meaning. Finally, a freer practice is provided via conversation as a speaking activity.


No materials added to this plan yet.

Main Aims

  • By the end of this section students should be able to talk about different places in the cities and make a comparison between cities, villages and towns regarding places and people's life.

Subsidiary Aims

  • The subsidiary aim is to be able to read a passage, comprehend and personalize the ideas by making a comparison.


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

the teacher provides some photo of here hometown and says "I like my home town" what do you think about it? is it a big city? do you like to visit it? why?

Test #1 (3-5 minutes) • To gauge students' prior knowledge of the target language

then she says"the weather is very nice at this time of the year in Istanbul. "I like it here,, you have got many shopping centers, restaurants, ..." what else have you got in Istanbul? In groups students brainstorm some voc.

Teach (5-7 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

some slides are shown to the students and they are asked to name them, then the words are drilled, and students make sentences, or they are asked to give examples some of the famous places in their city to make sure of the understanding. it can be followed by some CCQs like: what do people do in a restaurant?

Free practice (4-5 minutes) • To provide students with free practice of the target language

after a suitable pairing, they are asked to tell their partners the things they have got in their hometowns. later they would say if they like their partner's hometown or not.

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

three pictures are shown and the students are asked to say if they are big cities, small towns or a village? in their groups, students have to guess what people do in each place? the teacher provides some models: they sleep late. thy shops open early. ... and exchange ideas with the class

Exposure (5-7 minutes) • To provide context for the target language through a text or situation

to promote skimming, the students are given a paragraph and jut 1 minute to read and match with the pictures they are given, the teacher will check with the class. later they have to read all paragraphs for detail.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

they have to match some sentences with the paragraphs. therefore their comprehension is checked. they check the answer together and the teacher writes the correct answers on the board

Semi-Controlled Practice (4-5 minutes) • To concept check further and prepare students for free practice

the teacher provides an example of one similarity and one difference of her hometown with one of the places in the texts, and asks the students to tell two similarities and two differences of their hometown with places in the texts to their partners.

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