Chris Vasquez Chris Vasquez

Best time to visit your city
Pre-intermediate level


Students learn to write in a travel blog about the best time to visit their city.


Main Aims

  • To provide product writing practice of a travel blog in the context of offering suggestions about the best time to visit their city

Subsidiary Aims

  • To provide vocabulary practice of descriptions and suggestions of things to do in the context of someone visiting their town


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

T tells Ss that they are going to do some writing. He asks them If you go on a trip to a new place, how do you learn what to do there? T writes down some ideas that they give him. Introduces Travel blog

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

T tells students that they are going to read a blog from a travel blog site from someone who wants to travel to India. T shows Ss pictures of Goa, India. T gives the Ss a reading of a posting from a travel blog site. T sends student in a chat a link to a google doc with the reading, As they read T asks the students to think about: What is the best time to go there and why? T puts Ss in small groups to talk about that question for 2 minutes.

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

T shares with students Google Slides with some picture of useful language, including The best/ most popular time to ... prices. . . too expensive / cheap /hot/rainy/ crowds, crowded The only problem is ... the weather special festivals For two minutes. To introduce language, teacher show students a picture with a word underneath that is missing some letters. Ss put their answers in the chat. Ss continue back to the Power point to look at other Useful Language

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

Student will be asked to write a quick blog about their city and give suggestion of things to do and the best time to come to someone coming to visit. As a prompt they will be asked the same question from the exposure text, but just referring to their country. The student will respond using the target vocabulary and sentence frames. They will have 10 minutes to do that. then they will exchange with their peer for a peer correction. At the end, a few volunteers will read back to the whole class what they wrote

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

T will conduct OCFB on PowerPoint for Error correction and, also to acknowledge well constructed items.

Web site designed by: Nikue