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Pre-Intermediate level


In this lesson students will be introduced some adjectives (such as cosmopolitan, polluted, bland, freezing' and 'what's .....like?' / 'what are.... like?' structures to describe and talk about cities and countries (weather, people, food etc). After a controlled practice of ordering a dialogue, they will describe the cities that they choose in WC mingle.


Abc Visuals
Abc Vocabulary (WB)

Main Aims

  • To provide clarification and practice of language used for describing people and things in the context of describing cities and countries.

Subsidiary Aims

  • To provide speaking fluency practice in a conversation in the context of describing cities and countries.


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

T shows the visuals (city, food, people, weather) on the board to the Ss and asks them what they see on the board. T asks Ss to describe what adjectives they can use to describe what they see on the pictures. T writes the adjectives on the board.

Pre-teach Vocabulary (7-10 minutes) • To review and pre-teach vocabulary essential to the speaking activity.

T divides the Ss into groups. T gives the groups the slips of paper with the target adjectives and asks Ss to discuss those adjectives among each other and when they feel ready they can stick those adjectives to the related pictures. Teacher checks the answers, clarifies the meaning of some adjectives, tries to elicit more adjectives connected to the ones on the slips, in case of need T models and drills some adjectives.

Exposure (4-6 minutes) • To provide context for the useful language through a text or situation

T shows Ss the picture of Adana. Asks them "which city is this?" Tells them Adana is special for her because she is from Adana and Angela wants to go to Adana so she asked some information about Adana. T divides Ss into pairs. T gives Ss a scrambled dialogue between herself and her peer Angela. She asks Ss to put them in order. T gives Ss the answer key.

Highlighting (2-4 minutes) • To draw students' attention to the useful language

T asks Ss to underline the questions that Angela asked to Ayşegül as pairs. T checks their answers and writes the questions on the board.

Clarification (4-6 minutes) • To clarify the meaning, form and pronunciation of the useful language

T uses clarifies the meaning and form of 'What's like .....? / What are like......?' structures using CCQs (please look at Language Analysis page). Drills the sentences.

Semi-Controlled Practice (10-12 minutes) • To provide an opportunity to practice target productive skills

S gives the HO (chart for speaking activity to Ss) and asks them to choose a city or a country and describe this place according to the headings on the chart. T makes clear that Ss do not have to write full sentences they can also add more headings if they want. When they finish T asks Ss to leave their chart on their seats and stand up and talk to each other about the places that they choose. Ss should not tell the places that they choose immediately to the other Ss because they are expected to guess these places. T models the practice before Ss start. During the practice T monitors closely.

Feedback and Error Correction (2-3 minutes) • To correct most common errors and clarify the TL further

T corrects the errors of the students based on her notes taken during monitoring

Game (I have a city/country in my mind) (If time permits) (4-6 minutes) • To provide an opportunity to practice target productive skills

T tells Ss that they will play a game. One of Ss will come to the board thinking of a city or a country. When she/he is ready other students will ask the student at the board questions about the city and the country. Based on his / her answers they will try to guess the city or the country. T models the game.

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