Embedded Files
The following are two lessons planned as part of a unit of work dealing with urban life and imagination in the English Language classroom. They were designed using the “Warmer, Web, What’s next” model proposed by Dudeney and Hockly (2007).
It is important to highlight that these sample lessons were designed to practise language functions such as describing places, expressing preferences, and comparing features of cities. In previous lessons, students should have worked with inductive grammar activities focusing on the structures there is/are, it has, and comparative adjectives.
LESSON 1 – Exploring Real Cities Around the World
LESSON 1 – Exploring Real Cities Around the World
Level: B1 (Intermediate), Teens (15–17)
Level: B1 (Intermediate), Teens (15–17)
Unit: Urban Life & Imagination
Unit: Urban Life & Imagination
Duration: 4–5 lessons
Duration: 4–5 lessons
Model: Warmer – Web – What’s Next (Dudeney & Hockly, 2007)
Model: Warmer – Web – What’s Next (Dudeney & Hockly, 2007)
Language Objectives
Language Objectives
Identify and use vocabulary related to cities, geography, and urban features.
Understand and extract specific information from short multimodal texts (web articles + video).
Describe city characteristics using structures such as there is/are, it has, and basic adjectives.
Express simple preferences and opinions about cities.
Content Objectives
Content Objectives
Locate key information about real-world cities from National Geographic Kids.
Recognize features that contribute to a city’s livability (from the City Beautiful video).
Compare different cities using concrete aspects (urban features, lifestyle, geography).
Digital Literacy Objectives
Digital Literacy Objectives
Navigate authentic websites safely and effectively.
Use online sources for guided research (article + educational documentary).
Evaluate information from different digital sources and record relevant notes.
Skills Objectives
Skills Objectives
Take structured notes based on reading and listening tasks.
Collaborate with a partner to discuss findings.
Make short oral comparisons between cities using supported language frames.
Materials
Materials
National Geographic Kids article
YouTube video: “What Makes a City Beautiful?”
Teacher-created task sheet (Google Doc, PDF, or worksheet)
Interactive board or projector
Student notebooks
Internet-connected devices (phones, tablets, laptops)
Warmer
Warmer
1. Image prompt (projected)
Teacher projects images of three famous cities and asks:
Where do you think these cities are?
What can you see in the picture?
Would you like to live there? Why/why not?
Students briefly share ideas.
This activates prior knowledge and introduces visual context.
WEB (25 minutes)
WEB (25 minutes)
Students complete Task Sheet 1 (see here).
Instructions:
Students choose one country from the website → open its article → and identify THREE city-related facts.
They then write a short description of a real city mentioned or implied in the page (e.g., capital city, major landmark, geographic feature).
Teacher plays the first 3 minutes of:
“What Makes a City a Great Place to Live?” – City Beautiful
Students take notes on:
Features that make a city livable
Problems modern cities face
Examples from the video
WHAT’S NEXT (10 minutes)
WHAT’S NEXT (10 minutes)
Students pair up and compare their findings from both sources.
Then they answer orally:
What does your chosen National Geographic city have that makes it livable?
Would the improvements suggested in the video apply to your city?
What new feature would you add to make the city more sustainable?
(Optional homework): Complete a short paragraph “My ideal livable city”.
LESSON 2 — Designing a Sustainable Dream City
LESSON 2 — Designing a Sustainable Dream City
Theme: Sustainable Cities & Urban Futures
Age Group / Level: 15-year-olds – B1 (Intermediate)
Websites Used:
BBC Bitesize – “What Is a Sustainable City?”
Objectives
Language Objectives
Language Objectives
Use sustainability vocabulary (renewable energy, green spaces, transport, waste).
Apply there is/are, it has, and comparative adjectives in descriptions.
Produce short spoken and written descriptions of a sustainable city.
Content Objectives
Content Objectives
Understand the concept of a sustainable city and its key features.
Analyze a real city using Google Earth to evaluate environmental elements.
Design a “dream sustainable city” incorporating environmental principles.
Digital Literacy Objectives
Digital Literacy Objectives
Extract key ideas from an online BBC explainer.
Navigate Google Earth to explore landmarks, terrain, and urban structures.
Transfer information from real-world digital sources into a guided design task sheet.
Skills Objectives
Skills Objectives
Collaborate to create a city map and justify design decisions.
Integrate researched information into a coherent group presentation.
Present and explain their sustainable-city designs using supported academic language.
Materials
Materials
BBC Bitesize article (linked above)
Google Earth (linked above)
Teacher-created “Sustainable City Design” task sheet
(Can be made in Canva, Google Docs, or Word)Paper or digital drawing tools (student choice)
Interactive board / projector
Student notebooks
Internet-enabled devices
WARMER (5 minutes)
WARMER (5 minutes)
Screenshot Placeholder:
Teacher writes on board:
Sustainable City = ?Students brainstorm possible ideas (e.g. green spaces, cycle lanes, renewable energy).
Teacher writes vocabulary for support.
WEB (30 minutes)
WEB (30 minutes)
Students read with Task Sheet 2.
They must find:
Definition of “sustainable city”
Three characteristics from the article
One idea they would include in their own “dream city”
Students choose any world city and explore:
One natural feature (river, forest, park…)
One manmade feature (building, bridge, stadium…)
One area where the city could improve sustainability
Optional: students capture a screenshot (or sketch).
WHAT’S NEXT (10 minutes)
WHAT’S NEXT (10 minutes)
Students begin designing their own Sustainable Dream City using:
✔ Vocabulary from lesson
✔ Features from BBC Bitesize
✔ Real examples observed in Google Earth
They fill in Task Sheet 2 (see here).
Final product (continuation next class): poster, Padlet, or Canva infographic.
References
References
Abdallah, M. M. (2021). WebQuest for integrating 21st century skills in EFL context. International Journal of Education and Literacy Studies, 9(1), 10–22. https://doi.org/10.7575/aiac.ijels.v.9n.1p.10
Blyth, C., & Thoms, J. (2021). A multiliteracies approach to CALL. Language Learning & Technology, 25(2), 1–23. https://doi.org/10.10125/73451
Dodge, B. (1997). Some thoughts about WebQuests. San Diego State University. https://webquest.org/sdsu/about_webquests.html
Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Pearson Education.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40(2), 97–118. https://doi.org/10.1017/S0261444807004144
Godwin-Jones, R. (2016). Emerging technologies: Mobile-assisted language learning. Language Learning & Technology, 20(2), 3–17. https://www.lltjournal.org/
Hill, J., & Miller, T. (2013). Classroom digital tools to enhance learning. International Society for Technology in Education.
Jones, L., & Hafner, C. (2021). Understanding digital literacies (2nd ed.). Routledge.
Kern, R. (2015). Technology as pharmakon: The promise and perils of the Internet for foreign language education. The Modern Language Journal, 99(s1), 66–80.
Kessler, G. (2018). Technology and language learning. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1–6). Wiley.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Paesani, K., Allen, H. W., & Dupuy, B. (2016). A multiliteracies framework for collegiate foreign language teaching. Pearson.
Pegrum, M. (2014). Mobile learning: Languages, literacies, and cultures. Palgrave Macmillan.
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union.
Reinders, H., & White, C. (2016). 20 years of learner autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143–154.
Sherman, J. (2003). Using authentic video in the language classroom. Cambridge University Press.
Zengin, B., & Arikan, A. (2011). A web-based lesson for teaching English. Turkish Online Journal of Distance Education, 12(4), 120–125.
Page updated
Google Sites
Report abuse