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How to start
•
Show flashcards for different places in the city. Ask nine
students to come to the front of the class and hold a
flashcard each.
Track 15.
Listen to the chant. If they
hear the word on their card, they raise the card above their
heads.
•
Ask the students to look out of the classroomwindow. What
do they see? Lots of small houses? Trees? Tall buildings?
Busy street? Quiet street? Explain that people live in
different places. Some people live in big cities, others live in
small towns and villages.
Activities: step-by-step guide
Activity 1
•
Ask the students to look at the photos at the top of the page
and to describe the pictures in pairs. What do the houses
look like? Are there any big buildings? Are there lots of
streets? Can they see any trees?
•
Explain that they need to listen to the audio track and to
number the pictures.
Track 16.
Play the audio track
allowing time to write number 1 or 2 in the circle next to the
photo. When they have finished, they can check answers
with a partner. Check answers with the whole group.
•
Say different things about city life and village life. Tell the
class to stand up if you say something related to the city
and to sit down if you say something to do with a village. For
example:
quiet
(students sit);
loud/noisy
(students stand);
big
(students stand). Other options include:
crowded (lots
of people), rural, urban, tall buildings, traffic, farm animals,
quiet streets, peaceful.
•
Mime loud and quiet. Invite different individual students to
the board to draw places or things that are quiet or loud, the
class can respond to the drawings by miming
loud
or
quiet.
Activity 2
•
Ask the students to look at the pictures. They need to circle
images related to city life red and those related to village
life blue. Allow time for them to make their choices. When
they have finished, they can compare with a partner. Check
answers. Note that some students might circle the church
as something found in the city or in both places. Point out
that there are churches and places of worship in large cities
and in villages, but that normally if there’s a bird’s nest on
the steeple, perhaps the building is in a rural setting rather
than an urban setting.
•
Read the sentence at the bottom of the page.
Extra idea!
•
Read or tell the classic tale of
The Country Mouse and the
City Mouse.
Revision
•
Ask questions to different individual students about where
they live and their opinions on city life and village life. For
example, ask:
Do you live in a city or a village? Which do you
like better? Why?
Extension
•
Draw a Venn diagram on the board. Write the word ‘city’
above one circle, ‘village’ above the other and ‘both’ in
the centre. Encourage students to think of items for each
section, for example:
city: traffic, loud, a lot of streets; both:
people, houses; village: quiet, rural.
Content objectives
•
Distinguish between life in the city and life in a village.
•
Express preferences.
Vocabulary
•
big, city, loud, quiet, small, village
Structures
•
A city
is
big and loud
•
A village
is
small and quiet.
•
Where
do
you
live
?
•
Which
do
you
like
better?
Resources
•
Flashcards
•
Tracks 16
City and village
