Upper Intermediate level


In this lesson students will write about thier favourite cities . The lesson starts with a open class discussion about the teacher`s favorite city. After that students will write individually about their favourite cities. Finally, the students will edit their writings ( ss-ss editing ) and then ss will read each others' writings and choose the best one )


No materials added to this plan yet.

Main Aims

  • To generate interested in the topic, as they write a "STORY" about their favorite city using some discourse markers!

Subsidiary Aims

  • To provide scan reading practice using a text as they identify the real use of linking words To provide practice of words in the context of their favourite city.


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

Open question...Are there any good options for eating out, any good restaurants in your city? I first will show a picture of my favorite city! Try to elicit from there, Ss should guess the city from the picture I will then talk about why people come here, what is nice about this city,, what can you find here, types of food you find and price? Get Ss engaged!

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Ss will now real an article about good restaurants, price, restaurant choices and some culture about Peru. Ss should get more engaged, from the article! Although it is highly unlikely that they know the city. I say that they are going to read about this city now, Ask them to read the text for 2 minutes and ask them What's famous for? 4 What's the food like? 3 What's the best place to eat? Ss shoud now describe their home town. 2 Where do you live? Where is it? How is the food there? cheap or expensive? good or bad? type of restaurants? Ss should answer questions like : how many paragraphs are there? how many titles? what info does each paragraph contain? what is the purpose of the words in bold? format or informal writing? Pair check, class feedback.

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

From the reading I will try to point out some discourse markers! ON THE OTHER HAND __________________ TYPICALLY __________________ LAST BUT NOT LEAST ___________________ Ss will now have to come up with a similar word with the same meaning! I will give the example sentences! So they have a better understanding of the words in context!

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Ss will now think about their hometown, or any other city that they know well, and take some notes on eating in that city (similar to the Lima article). Ss must use the structure and some of the phrases we have just looked at. Now, Ss will need to write a postcard about “EATING OUT" 60 – 70 words 5 minutes

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

The groups swap their writing and provide a feedback on task achievement. The checking questions: Did they write about each aspect (price, choices)? Do you agree with their discription? What can be improved? After some preparation, one of the students from the peer group provide a short feedback to the whole class. I monitor and help students with the feedback. If there is some time left, Ss may improve their writing according to the feedback.

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