Sylwia Ejmont Sylwia Ejmont

TP 6a 18/07/14 city vocab
A1 level

Description

Students will be introduced to vocabulary naming places in a city. They will practice pronunciation and make simple sentences locating landmarks using prepositions.

Materials

Abc Crossword puzzle HO
Abc Two bridges HO
Abc Landmark Matching HO
Abc City places flash cards
Abc Your city HO
Abc Utopia HO

Main Aims

  • To present a basic lexical set to describe places in a city using the context of famous landmarks around the world

Subsidiary Aims

  • To provide fluency speaking practice using TL to talk about city landmarks and attractions

Procedure

Lead-in (3-5 minutes) • To introduce the theme of urban landmarks and activate students' existing familiarity with vocabulary of places

T models solving a crossword puzzle on the board, students solve puzzle with vocabulary. TL on the HO in scrambled form to provide Ss letters to work with. Example: Across: 1. place where tourists sleep in a new place H _ T_ _ (hotel) Airport (you can fly to other countries from there) Train station (you can go to another city from there) River (small boats go on this kind of water) Bridge (you can go across water on this) Castle (a big, strong building guarded by an army) Palace (a big, beautiful house built for queens and kings) Beach (a place with sand where you can swim) Tower (a very tall building) Do you know any other words like that? -- pre-teach Church

Pronunciation practice (3-4 minutes) • To drill correct pronunciation of TL and help students memorize vocabulary items through visualization and repetition

T chests the first set of flash cards with spelled out TL and asks Ss to repeat through choral and individual drilling. After some time, T moves on to the second set of cards with only the pictures of the TL items and asks the Ss to name them.

Semi-controlled speaking practice (4-5 minutes) • To give students an opportunity to practice target language in the singular and plural form while describing a city

T demonstrates the activity by drawing on the board and and asking model questions. There are two suns in my picture. What about yours? Oh, you only have one. Mark that on your picture. Find 7 differences between the pictures. ICQ: Are the two pictures the same? no, they're different How many differences are there? 7 Will you show your partner your picture? no, you will ask questions and mark the difference on your paper FB: Students

Focus on target language (2-4 minutes) • To provide students with more context-based practice by connecting the vocabulary of places with real landmarks around the world

T chests the Landmark Matching HO and asks the Ss to fill in the blanks next to the names of landmarks. Bonus points for guessing what country the landmark is in.

Semi-controlled writing practice integrated with speaking (5-7 minutes) • To give students an opportunity to produce target language and personalize it by writing about their city

T models the exercise by describing her city (My city is called Wroclaw. In my city, we have: 5 museums, a new opera house and a new train station on Main Street, many parks, 3 rivers and 175 bridges but no beach). T chests the Your City HO and asks the Ss to write a short piece about their own city. FB: Students asks their partner some questions to learn about their city.

Free speaking practice (5-7 minutes) • To provide students with more practice using TL in a creative way

T chests the Utopia HO and draws a picture on the board modeling the activity. Ss are divided into groups of 4 and design their perfect imaginary city. -- What is the name of your city? -- Where would it be? -- What buildings and places would be important for it to have? Ss draw a map of their imaginary city on a piece of paper.

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