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What’s in your city?
How to start
•
Prior to the lesson, ask the students to bring in photos of
their neighbourhood which illustrate some of the buildings
studied in this unit. If need be, send a letter home to parents
asking them to send (via email) or to bring in/print photos
of different places, for example, banks, bakeries, butcher’s,
parks, schools, libraries, restaurants, chemist’s.
•
Tell the students to look at the opening illustration and
to think of the places in their own town or city. Is there a
bakery in their neighbourhood or town? Are there parks in
their city?
Track 15.
Listen to the chant encouraging
students to say the words and point to the images.
Activities: step-by-step guide
Activity 1
•
Collect photos from the class or make a PowerPoint
presentation with photos from their town/city.
•
Write the name of the place where the majority of the
students live/where the school is on the board.
•
Tell them to look at the places on the page in their book and
to tick the places they see in the photos. Say, for example,
In (location) there is a school. In (location) there are parks.
•
Make a display of the photos in class. Ask the students to
take turns standing up and looking at the display. Ask them
which place they liked best. Display the results on the board.
ADDITIONAL RESOURCES
•
Template 3.3: Make your own dictionary!
•
Revision worksheet
•
Presentation
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Project time!
What’s in your city?
Look at the pictures and tick.
What is your favourite place in the city display?
You will need:
photos of places
glue
card
marker pen
school
bank
park
chemist
library
bakery
restaurant
butcher
Content objectives
•
Organise and analyse material from different sources.
•
Make connections between unit contents and the real
world.
Vocabulary
•
bakery, bank, butcher, chemist, library, park,
restaurant, school
Structures
•
Is there
a bakery?
•
Are there
parks?
•
Let’s find out
about (Santander).
•
In (Cadiz)
there are
schools.
Resources
•
Track 15
Materials
•
photos of where the students live (from students,
internet or taken by teacher)
Project
time!
Key competences covered:
Linguistic communication,
observation; Critical thinking to analyse information; Show
perseverance, be able to evaluate oneself, accept one’s own
mistakes and learn with and from others
(learning to learn).
