Sevinc Kucuk Sevinc Kucuk

Travel- writing about a place
Elementary level


In this lesson, students will practise writing about their favourite city or country. First, the theacher will talk about her favourite country as a lead-in. Then, students will make a list of interesting facts or information about their favourite place. After that, they will read a text which will be the model for their writing and analyse the text's part. Finally, students will write about their favourite city with the parallel of the text


Abc Board Markers
Abc Overhead Projector
Abc Colourful Paper
Abc White board

Main Aims

  • To provide product writing practice of an article in the context of travelling- favourite city/country by doing reading activity related to the topic in advance

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of travelling by using the key phrases they have given and also to do speaking practice about their writing


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

- T starts the lesson by asking Ss whether they like travelling or not, and she mentions the country that she wants to visit with power-point slides -After showing the slides, T elicits the basic parts of presentation such as "important places, famous people, general information -During the PPT, T elicits "cathedral" and "dish" with the pictures in case Ss may not know or remember them

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive task

-T asks Ss to do a list of their favourite city or country as the same with the model they have seen in the PPT by paying attention to the categories with their partner. -During their task, T may play a song from Hindi Zahra who is mentioned in PPT to take time. -After their preparation, T gives the text which shows key phrases and ask them to use to describe their place to other group. Pairs check their list with the other group(s). O/C F/B

Exposure (5-8 minutes) • To provide a model of production expected in coming tasks through reading and speaking

- T groups Ss 3 and directs Ss' attention to the reading text about Rimini. First, T wants them to work alone, read the text and divide it into four paragraphs as "description of a place, a famous person, a typical food, your opinion" in 3 min. Then, they check their answers with their group. T shows the answers on the projector and analyses the text if needed.

Productive Task- Writing (14-17 minutes) • To provide an opportunity to practice target productive skills

- T gives Ss colourful paper and tells them that they are going to write about one of their favourite places for a travel website. T directs Ss to the model and wants them to write their paragraphs using the ideas of the model. (8-10 min) - T monitors and takes notes for delayed F/B - When they finish their task, T sends them outside the class, they mingle and find out other people's places by asking questions

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

-When Ss find out about each other's writing, T swaps Ss's paper, they try to correct their paper in 4 min. T monitors and takes notes. Then, they return their paper. If a student finishes early, T will have a quick look on the paper. -T writes 1-2 good sentences on the board, then writes the wrong ones, and elicits the right answer from Ss for error correction

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