Steven Levithan Steven Levithan

Pre-Intermediate level


Abc Audio
Abc Adapted coursebook materials

Main Aims

  • To practice speaking for fluency in the context of talking about places

Subsidiary Aims

  • To introduce and practice four new lexical items that are useful when talking about places
  • To practice listening for gist in the context of a recording about New Zealand


Lead In (5-5 minutes) • To set lesson context and engage students

<> - Introduce the topic as a speaking lesson where we'll listen and talk about places. - Ask Ss to talk in pairs for 2 minutes about 2 questions: 1. What is one place you want to visit? 2. Why are you interested in visiting? - Give example: I want to visit Mexico City because I hear there are many interesting things to see. - OCFB: Ask a couple Ss for examples of what they shared. Tell other Ss we'll come back to share more of our ideas later.

Content Prep (6-6 minutes) • To provide a model of production expected in coming tasks through listening

- Show images of New Zealand. Ask if anyone chose NZ as their place to talk about. - Send Ss link to gist task <>. - Ask them to listen to an audio track about NZ and select the correct title. - Give 1 minute to check answers in pairs. - If needed, play audio again. - OCFB: Look over answers together and share the correct answer.

Language Prep (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

Show 4 lexis items from the audio, and cover aspects of MFP for each. 1. "It’s southeast of Australia" - Write alternatives prepositions "from" and "to" on a whiteboard (replacing "of") and elicit whether they're also correct (No). - Show the structure "It’s north/south/east/west of …" next to the original sentence. 2. "When people think of New Zealand, they think of the Lord of the Rings" - Elicit what TLOTR is (movie with hobbits, etc.). - Ask Ss if they know another way to say the same thing. If they struggle, give hint on whiteboard: "New Zealand is ______ for …". Answer: "NZ is famous/known for …". - Underline constants (When people think of, they think of) and variables (New Zealand, the Lord of the Rings), and elicit what parts of the sentence can change. - Show the structure "When people think of …, they think of …" next to the original sentence. - Model and drill pronunciation and stress: "people" /ˈpi.pəl/, "think of" with catenation /θɪŋ kʌv/. 3. "The climate is very pleasant" - CCQs: - Is the weather often raining or cold? (No) - Is the weather usually very hot? (No) - What's another word for pleasant? (Nice, enjoyable, etc.) - Is the climate the weather today or in general? (In general) - Show the structure "The climate is very warm/cold/dry/humid" next to the original sentence. - Model and drill pronunciation. /ˈklaɪ.mət/, /ˈver.i/, /ˈplez.ənt/ 4. "It’s a good place for skiing" - Model and drill pronunciation. - Show the structure "It’s a good place for …-ing" next to the original sentence. On a slide, show the four phrases grouped by questions they might be in response to: Q: Where is … ? - It’s north/south/east/west of … Q: What’s … famous/known for? - When people think of …, they think of … - It’s a good place for …-ing - The climate is very warm/cold/dry/humid Send Ss a link to this sheet of phrases for reference during the following speaking activity. <>

Speaking Task (15-20 minutes) • To provide an opportunity to practice speaking skills with a focus on fluency

- Give Ss 1-2 minutes to think about a place they lived or visited, and write/type details about where it is, what they liked about it, and what it's known for. - Give example using learned phrases: I visited Tokyo last year. It’s in Japan, which is east of China. When people think of Tokyo, they think of tall buildings, cherry blossoms, …. - Ask Ss to talk in pairs for 5 minutes about places they lived or visited (asking each other about places, explaining where the places are, and describing interesting details). - Encourage Ss to use the phrases they learned in their questions and replies. - Tell Ss that at the end we will talk about the same place again but with a new partner, to get more practice. - Use ICQS and call on Ss by name: - What will you discuss? (Places we've lived/visited, etc.) - Does it need to be where you live now? (No) - How many minutes do you have with each partner? (5) - Will you discuss the same place or a different place when you talk to new Ss? (Same) - Split Ss into breakout rooms, then repeat with different peers at least once (twice if time permits). - Monitor conversations in breakout rooms to gather material for DEC.

Feedback and Error Correction (6-10 minutes) • To provide feedback on students' use of language

- Compliment Ss on interesting conversations. - Ask a couple Ss to share what they learned from their peers. Use to gather more material for DEC. - Write a few examples of good, incorrect, and upgradeable speech on the whiteboard. Include issues with lexis and pronunciation/stress; try to focus less on grammar. - Ask Ss whether good examples are correct. Elicit corrections and reformulations to more natural speech. Call on Ss by name to help with each example.

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