Gabriela Britos Gabriela Britos

Materials

Abc Video activity
Edit?usp=sharing?size=16&default=html Matching task
Viewform?usp=sf link?size=16&default=html Checking meaning and form
Viewform?usp=sf link?size=16&default=html Choose the right answer
Mhfqmbzyriy8bgr1?size=16&default=html Add the adjectives to the right column

Main Aims

  • By the end of the lesson the students will have improved and practised the use of functional language to ask about a place in the context of describing a city

Subsidiary Aims

  • They will also have learned to speak more fluently and confidently and acquired extensive vocabulary when speaking about places

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T: shows image "Let's remember some words to describe places" and sends the first activity (Padlet) through the chat. T: Write the adjectives in the right column: for example, modern goes here (places). As students add adjectives to the columns, comment on the meaning. Give first example for each column. Drill for pronunciation. 2. T Shows a map of Ireland and some pictures related to it. T asks: Which country is it? What is the capital?. Sts: Ireland/Dublin

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

T gives a task for students to complete. ((Docs). T : You will listen to Natalia and Liam talking about Dublin. Match the questions (a to d) with the answers (1-4). T Gives them some time to compare answers. T elicits answers and show the right answers in the ppt.

Highlighting (2-3 minutes) • To draw students' attention to the target language

T asks what does Natalia ask to know more about Dublin? S What,s Dublin like? T to know about people in Dublin? S What are the people like? T ...to know about its food? S What's the food like T and to know about the weather? S What's the weather like? As students answer, T displays the questions the questions on the PPT.

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

Meaning: Send a Form for students to deduce the rules for meaning and form. T: What's Dublin like? CCQs : Do I ask how you feel about Dublin? No Do I ask what you know about Dublin? Yes What's.....like? is used when we want to get information about a place, a thing, a person. For example: What's Montevideo like? It's a small and quiet city. Form What + be (is/are) + noun + like? T: How many words? 4 (show fingers) Is it What Dublin like? No, What's Dublin like Pronunciation wɒts ˈdʌblən laɪk? T: Where's the stress? Elicit. Does it go up or down? Down Drill for stress and intonation.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T sends a Form. Students choose the right option. T: read the question and choose the right option, Students compare answers in pairs. OCFB Elicit answers.

Free Practice (8-10 minutes) • To provide students with free practice of the target language in a communicative way

Give out file with task. T: fill in the information about your favourite place. Then ask each other about their place. Students work in pairs, asking each other about a place they like. Monitor. OCFB: Ask students in turn to say something about their partner's place. Write answers on the board. Give positive feedback about students' production.

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