Ahmed Ali Ahmed Ali

places to visit
intermediate level


In this lesson, students will talk about places to visit through guided discovery based on a reading text. The lesson starts with a discussion about the connection between the pictures presented on the board. This is followed by a jigsaw reading where students read and exchange their information about different places in the world. Finally, there is some controlled practise through completing a table about describing a specific place based on viewers opinion and a free practice speaking about their favourite place to visit and why.


No materials added to this plan yet.

Main Aims

  • To provide gist and detailed reading practice using a text about visiting places in the context of travel
  • To provide fluency speaking practice in a favourite places to visit in the context of travel

Subsidiary Aims

  • Reinforcing students’ comprehension skills through speaking.
  • Adapting an interesting text, out of the students’ reading books and implementing it in the classroom.


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

1. They look at the picture and talk about it trying to find out what the text is about. they will also try to find the connection between these pictures presented in front of them.

Exposure (2-3 minutes) • To provide a model of production expected in coming tasks through reading/listening

Word guessing activity provides students with possible vocabulary items that they can see in the text and it gives them a chance to understand the topic in general without reading it. Sharing their ideas with the whole class provides them with feedback both from their friends and teacher.

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

T distributes the reading text and asks students to read quickly. Before they read the text T asks students what they need to be careful about while reading. T monitors the students while they are reading so that he can see whether they understand it or not. .

Productive Task(s) (18-25 minutes) • To provide an opportunity to practice target productive skills

Ss exchange the information they have by switching members of the groups.T distributes an activity sheet on which there different types of questions including “open-ended, multiple-choice and true-false questions” and ask students to answer them. After finishing the reading and answering the questions, T asks students to talk about their favourite places and why.

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

The teacher elicits some sentences to give form correction through him and the students.

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