Zainab Zainab

LP TP3 Zainab Hannan
Intermediate level


In this lesson, we will learn new vocabulary used to describe towns and cities


No materials added to this plan yet.

Main Aims

  • To introduce the meaning, pronunciation and form and give opportunities for controlled and freer written practice of a lexical set of vocabulary used to describe cities and towns.

Subsidiary Aims

  • To practise writing using the target language


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

Instructions: 1. Tell sts where your favourite town/city/country is. 2. Tell sts to think about their favourite place. 3. Sts discuss their favourite place and why with their partners O/C feedback from two students

Test #1 (5 minutes) • To gauge students' prior knowledge of the target language

Instructions: 1. Sts match the correct word to the picture 2. Write the letter next to the picture 2. Sts do this in pairs asking sts to focus on their pronunciation with their partners 3. Sts have 3 minutes IQC: 1. Are we writing the full word or just matching the letter? 2. Are we thinking about our pronunciation? Sts to turn their tasks over to find answers

Teach (14 minutes) • To clarify the more challenging vocab in Test 1

M/P/F of lexical set - see LA: old-fashioned, harbour, industrial, border, spectacular, polluted

Test #2 (8 minutes) • Check students' use of the target language again

Instructions: 1. Complete the word search 2. Clues for the words are at the top 3. Individual work ICQ: 1. Are the words or clues at the top? 2. Are we doing this alone? Peer check O/C feedback on OHW .

Free practice (15 minutes) • To provide students with freer writing practice using the target language

Instructions: 1. Sts write a description of their favourite place e.g. location, things it has, how you would describe it 2. Encouraged to use words from today and words and phrases from previous lessons e.g. cosmopolitan, completely different from 3. Hand out A4 paper, write names on the top 4. Encourage clear handwriting and spelling because we will need to be able to read their work to decide where we all want to go on holiday 5. 5 minutes ICQ: Content feedback: sts stick their work on the walls and students walk around the room discussing their work Language feedback: based on errors in written work

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