LESSON PLAN

Lesson plan no: 11

DATE: TIME: SCHOOL: CLASS: III1

TEACHER:

Class profile: Intermediate , age 17

Teaching unit : Vocabulary: Transport and travel/Accommodation

Type of lesson : Presentation/practice/revision

Aims and objectives : To revise previously learned vocabulary and learn new vocabulary related to transport and travel/accommodation

Teaching methods : discussion, controlled practice, free practice

Class management : whole class, individual work, pair work

Teaching aids, materials

and equipment : students book, board, chalk, class CD
Sources: Gateway B1+ Students' Book; Workbook; Teacher's Book

Contingency plan: Short of time: Skip activity 6).

Plenty of time: Students work in pairs and find out what type of transport their partner often uses, and one kind of
transport he or she never uses. If necessary, give them the form of one or two simple questions: e.g. What transport
do you often use? Do you ever travel by train/ride a bike? etc.
 STAGES

Aims and Class organization procedures and activities Teaching Possible problems

TIMING
objectives aids and and solutions
materials
partIntroductory

To develop Greet students and ask them what they know about journeys/trips. Write the title Epic Journey board Some students could find
speaking skills/to on the board. In pairs, students discuss the meaning of the unit title and what they think the this activity boring and
revise words thus could not be willing
related to travel unit is going to be about. Ask students to think of synonyms for the word journey (trip, voyage, to participate. 10
travels) and decide if they are synonyms or partial synonyms and what the difference is. Encourage them to min
discuss by giving
examples and wider
framework.
Ask students to open their SBs on page 18 If some students have
To introduce the 1 In pairs, students write the types of transport they can see in the photos in the correct columns, as in problem with the
Main part

topic, provide the example. meaning of some words,

key vocabulary provide them with
2 In pairs, students add the new words to the columns and check they understand the words. Students
and target dictionaries to help them
then think of other words to write in each column. They then compare their lists with another pair and
language in with the tasks. In
context add any new words to the list. At the end of the activity, elicit all the words students can think of for each addition, all new/key
list and write them on the board. words could be written
To discuss 3 Students complete the text with the words. Remind students that luggage is an uncountable noun. The on the board along with
accommodation most common quantity expression is a piece of luggage or a bag or a suitcase. their pronunciation and
4 Play the CD (1.07) for students to listen and check their answers. SB, class definition and/or 30
Accommodation CD translation. min
5 Ask students what type of accommodation they can see in the photos. Tell them to match the words to
the photos.
6 In pairs, students take it in turns to explain the difference between these words.
7 Play the CD (1.08) for students to listen to the conversations. Tell them to choose from the alternatives
to say where the people are. Ask for answers in open class and elicit the key words that helped students
make their choices.
partFinal

Ask students to define/translate some key words related to travel and transport. E.g. What is
Shortly revise a van? Can you describe it? What is luggage? Etc. WB
presented 5 min
vocabulary Set homework: Workbook, p 10, exercises 1, 2 (all students) 3, 4 (optional).