Shrouq Shrouq

City places
pre-intermediate level


Abc A white board and markers

Main Aims

  • By the end of the session, Ls will have been able to discuss about the advantages and disadvantages of their cities and favorite cities after providing clarification and practice of lexis concerning geographical features in the context of city life

Subsidiary Aims

  • To provide speaking practice in a conversation or a role play in the context of city life


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

- T asks Ss to discuss the 2 questions of activities 1 in pairs in the course book. (Or): - T asks Ss to discuss in pairs the following 2 questions on the ppt and come up wit the common answer between them. 1- What are the best cities in Egypt to live in? why? 2- If you can move together to one of these cities, which one will you pick? why? - T Asks Ss to share their answers

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

-T asks Ss to listen to six people talking about their cities to decide who is mostly positive or mostly negative about his/her city on page 70 activity (2) -T asks Ss ICQ: 1- How many speakers are there? 2- Are you going to write details? 3- what're you going to write? - T asks Ss to check their answers in pairs then with the teacher.

Highlight language (4-5 minutes) • To draw students' attention to the TL

-T asks Ss to work in groups of 3 to 4 people to write the phrases in the box in act. (3) under the correct category in the table. -Ask Ss to check the dictionary for definitions or Google for pictures to assist them.

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

-T listens to the students' answers or T shows Ss the Key answer on the ppt. -T elicits the meaning of the new language by using pictures. -T asks CCQ to check their understanding -T drills individual, chorally and in groups -T elicits the form from Ss of each word in the phrase. -T writes on the board

controlled practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

- T asks Ss to fill-in the Gaps in practice 1 in "practice, study and remember" section in p. 153. - T asks Ss to check together before they do it with the teacher.

Freer practice (10 minutes) • To provide students with free practice of the TL

-T asks Ss to discuss the pros and the cons of living in their current cities and where they wish to live and why OR -T tells Ss that they are going to act a role play in which they are in 2050. = At this time, people will not be able to move out from a city to another without an interview to take the permission. = The interview should be about why you want to move out by focusing on the advantages and disadvantages of each city. -T models one of the interview questions to elaborate. -T encourages Ss use their imagination to provide convincing and creative reasons + the TL -Ss switch their roles and the winner is who could convince the interviewer with the reasons

Feedback (5 minutes) • To praise good use of TL and to correct errors in TL use

Content feedback: - T listens to some of the winners’ creative reasons Language feedback: - Praise the language of Ss - Correct the important mistakes

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