Favourite places

• Show the learners the four images on Slide 2. Tell them that these are special places. Elicit the names of the places, then click on the slide to reveal them. (The names of the places are also on Worksheet task 1.)
  Note: You might want to pre-teach 'community centre' and explain what happens there or, if possible, mention a community centre in your location.  
• Tell each learner to choose a place, but they keep this secret. Tell them that they will describe the place to their partner by saying what they can see, hear, smell and touch (show the prompts on the slide). Give them a few minutes to prepare.  
• Tell learners to describe the place to their partners, and their partners should guess the place. Monitor closely for any difficulties with language.

Feedback: Ask learners if they guessed the place and teach any language that they needed during the task.  

• Slide 3 (Worksheet task 2): Learners can stay in the same pairs or switch pairs. Ask them Do you have a favourite place? Where is it? Tell your partner. Indicate the prompts on the screen or on the Worksheet. It's a good idea to demonstrate first. Make sure learners know they can choose a different place, not just the places from task 1.
• Monitor closely, guiding and helping where necessary.  
• If time allows, do some open-class feedback (did any learners choose the same place?). 

• Tell the learners that they're going to listen to some teenagers talk about their favourite place, but first you're going to look at some vocabulary.
• Slide 4 (Worksheet task 3): Show learners the words in the box (peaceful, pebbles, volunteer, neighbourhood, palm tree, relaxed, cheer for (someone), tricks, sunset, escape).  
• Set up the activity. Learners put the words in the sentences. They can do this individually, then pair check, or in pairs.  
• In feedback, click to show the answers one by one on Slide 4 and check the meaning of any words learners found challenging. Repeat to reveal the answers on Slide 5.  

Note: You might want to ask checking questions to check that learners have fully understood the meaning of the lexical items, and also to model and drill, paying attention to any tricky phonemes and to word stress. 

• Slide 6: Tell the learners that they're going to listen to four teenagers. The teenagers will talk about their favourite places. Learners need to match the speaker to the place (Worksheet task 4).
• Play the audio once and have a quick pair check. If learners need to listen again, play the audio again.  
• Elicit answers and click through the slide to reveal the answers one by one. (Answers: 1b, 2c, 3a, 4d) 

• The learners listen again. Set up the listening task on Slide 7 (Worksheet task 5).  
• Play the audio again (twice if needed). 
• Elicit the answers from learners and click to reveal them row by row. Consider using the transcript to clarify anything learners found difficult.  
• Optional: Show learners the questions on Slide 8. Discuss as a whole class or in groups or pairs.

• Tell the learners that they're going to make a short podcast with their group. Check that they know what a podcast is (a short audio recording where people talk about a topic). Tell them that one of them is going to be the host and the others are the guests. Put the learners into groups of three or four and ask them to decide who is going to be the host (or assign roles yourself).
• Show Slide 9 (Worksheet task 6). Tell the host that they are going to ask each guest the questions. Demonstrate the task with two stronger learners, with you in the role of host and them in the role of guests.  
• Give learners 5–8 minutes to prepare, then practise. (The hosts can help the guests prepare their answer or come up with some extra questions, or alternatively if learners are going to take it in turns to be the host, they can all prepare their answers). Then, if your context allows, they can record their podcast. Alternatively, invite some of the groups to perform their podcast to the whole class.  

• If the learners are comfortable, do some whole-class feedback on the similarities and differences between the places they chose.
• Respond to any language needs (error correction, celebrating good language use or dealing with gaps in language). 

• On a large poster or digital tool, create a 'Class map of special places'.
• Each learner adds their favourite place, writing a short sentence about why it's special (e.g. 'My garden is peaceful because I can read there').
• Highlight connections between different places (e.g. places to feel peaceful, places to be active, places to help others).
• Learners draw or write about their dream special place using the following prompts to help them: What does it look like? What can people do there? How does it help the community?