Tatiana Araz Tatiana Araz

TP 6 Speaking
Beginner level


In this lesson students will speak about places in a town or city using there is / there are: negative, yes / no questions and short answers; any. They will have the 'spot the difference' activity called "London Road". This is followed by another speaking activity with the semi-controlled practice.


Abc flashcards on the topic 'city, transport'
Abc hand-out
Abc hand-out get ready... get it start

Main Aims

  • To provide accuracy and fluency speaking practice in a discussion in the context of places in a town or city

Subsidiary Aims

  • To provide clarification and review of there is / there are in the context of places in a town or city


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

The T shows the picture with an estate agent and a customer on it. And around it there are pictures of the places in the city. The customer wants to buy a house and asks the estate agent the questions if there is / there are these places in the district, where he is going to live. The T plays the role of the customer and shows an example with the volunteer student who is going to play the role of estate agent: "My husband likes to watch footbal matches, Is there a stadium in that district?" - Estate agent: No, there isn't. After this demo, students work in pairs asking their partner 'estate agent' the questions about the district they would like to live in. The T gives them 1-2 min. While students are talking the T is listening to their discussion and summarizes their answers on the WB. 'So, you want to live in the district, where there is a.......... If necessary, the T makes error correction.

Exposure (3-4 minutes) • To provide a model of production expected in coming tasks through 'spot the difference' activity

The T shows two pictures which are going to be compared by students. The T tells the class that there are ten differences between the pictures. Students must work together to find the ten differences by asking questions or saying sentences with 'there is / there are. Students are not allowed to look at each other's worksheets. If necessary, write these prompts on the board before giving out the worksheets: 'There's a (cafe) in my picture., There are two (people) at the bus stop., There are some (cars)., Is there a (bank) in your picture?, Yes, there is., No, there isn't., Are there any (children)?, Yes, there are., No, there aren't.' Model and drill the sentences with the class.

Useful Language / Spot the difference in London Road (8-10 minutes) • To get students to practise speaking using there is / there are and the places in the city

The T tells the Ss to find the ten differences between the pictures 'A' and 'B' of London Road in PAIRS, not to look at each other's worksheets and T gives 3 minutes for this task. The T starts with the ICQs: 1) Do you work in pairs? - Yes. 2)How many differences are there between the pictures? -10. 3)Do you look at each other's pictures? - No. 4) The T gives out the worksheets and Ss work with their partners and take turns to ask questions or say sentences about their picture. When Ss find a difference, they should mark it on their picture. When the Ss have finished, they compare worksheets and check their differences. Finally the T asks Ss to tell the class one difference they have found. If necessary, delayed error correction, as necessary.

pre-task activity (8-10 minutes) • to prepare Ss to speaking practice with the usage of the TL in the context of places in a city

At this stage Ss work with ex. 8-9, pg.65 of the SB. The T shows Ss the hand-out with the bubbles in ex.8 and asks to write eight questions to ask another student about these places near his/her home. The Ss work on their own. The T writese the sentences on the WB as an example: Is there a cinema near your home? Are there any hotels? ICQs: Do you write or speak? - Write. How many questions do you write? - 8. Do you work individually or with your partner? - Individually.

semi controlled practice / get ready ...get it right (12-15 minutes) • to get Ss to practice speaking in the context of places in a city

Ex. 9 a)The T focuses Ss' attention to speech bubbles and teaches the phrase: 'It's (five) minutes away. = It's (five) minutes from my home. The T puts Ss into new pairs. Ss take turns to ask their questions from ex.8 and make notes on their partner's answers, as they'll need this information in ex.9 b). Ss can put ticks and crosses next to each question to indicate positive or negative answer, and write down any other interesting information they hear. Tell Ss to begin each conversation with 'Where do you live?" before asking their questions from ex.8. ICQs: How do you start your conversation? - with the question: 'where do you live?', How do you mark the answers? - tick or cross.Early finishers can ask each other about the other places on the picture they haven't already talked about. Next the T sets Ss into new pairs and Ss take turns to tell their new partner about places near their first partner's home. The T reminds Ss to refer to their notes from 9a). the T shows an example from the S's worsheet: My partner lives in Kadikoy. There are old buildings near his home. There is a big post office near his home. It's 10 minutes away. Finally the T asks Ss to tell the class one or two sentences about places near their first partner's home.

Feedback and error correction (4-5 minutes) • To provide feedback on Ss' production and use of language

When the Ss tell the class one or two sentences about places near their first partner's home, the T writes some wrong answers on the board and elicits the correct answer.

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