Tuğba Tuğba

Teaching Practice 6
Elementary level


In this lesson, students will practice the vocabulary they learned in the previous lesson in more detail. They will talk about travel essentials. The lesson will start by teacher setting the context of travel and travel essentials. Then, students will draw in groups a rectangle into which they will put what they want to take with them for holiday. Then, students will do a pyramid discussion. They will decide on 3 things they can take with them for holiday. This will be followed by a listening activity in which they will listen to a recording about a husband and wife who are going on holiday. Students will try to figure out which essentials they have taken with them. After that, they will listen to another recording about the same couple and try to find what is the problem. Lastly, if there is time, they will play a puzzle game.


No materials added to this plan yet.

Main Aims

  • To provide practice for speaking about travel essentials and giving suggestions

Subsidiary Aims

  • To provide practice for reading and listening for specific information


Lead-in (7-8 minutes) • To set the context of travelling

T comes to class and after greeting Ss, she says that I'm too tired and I'm going on a holiday. She draws a rectangle on the board and tells the class that this is her suitcase. She draws her travel essentials in the suitcase and asks questions like " Do you know what it is?" or "What do we call this?" She tries to elicit the answers for each word. After that, T says to Ss "You will draw a rectangle and draw the things what you usually take with you on holiday". This will be an individual work. T allocates 3-4 min to this activity and she forms groups of four. She collects the suitcases from the students and gives them randomly to different groups and asks them to talk about what they see in the picture and try to guess whose suitcase this is.

Speaking (12-15 minutes) • To make Ss practice speaking in the context of travelling

T shows the picture of the travel essentials to Ss at page 56. Then, she asks Ss what they can see in the picture. T tries to elicit as many words as possible and helps them if necessary by giving clues or playing a quick hangman game. After that, she quickly models the forthcoming activity using the useful language chart. Then, T tells Ss to decide,in pairs, on 4 things that they can take with them on holiday. After every pair finishes listing, T forms groups of 4, telling them to decide on 4 things again. After groups of 4 decide on the lists, T makes groups of 8 to decide which 4 things are more important. Lastly, this will be a class discussion between 2 groups. T will choose 2 spokesperson for each group and asks them to decide on the 4 things. During this pyramid discussion, T will monitor Ss quickly and help them where necessary. Possible ICQs: How many things you will list? Will you write the same list? How many travel essentials each group write?

Listening for specific information (5-6 minutes) • To make Ss practice listening for specific information

T shows Ss the picture of the couple in the book on W/B. T asks them what they think their relationship is and where they are going. Then, after eliciting "They're going on holiday" T asks Ss what people do before they go on holiday. T will try to elicit the answer "pack their bags" by giving clues, by role playing and again with a quick hangman if necessay. After that, T plays the recording and asks Ss to listen to find out who packed the bags. After recording finishes, T asks Ss to discuss their answers with their partners. Then, T asks to whole class who packed the bags and elicits the answer.

Reading for specific information (4-5 minutes) • To make Ss practice reading for specific information

T gives the tapescript of the recording to Ss and asks them,in pairs, to read and put a tick next to the things the couple took with them in their car. After Ss finish reading and putting ticks, T makes this a WC FB on the W/B, asking Ss questions like "What about the computer?" or "Did they take the digital camera with them?" and T puts tick to the things Ss say.

Listening for specific information (5-6 minutes) • To make Ss practice listening for specific information

T shows a picture on the board to Ss of a couple at the airport. T tells them "this is our couple Walter and Thelma. Where do yo think they are right now?" T elicits the answer "they are at the airport." T tells Ss that they will listen to a recording about Walter and Thelma but this time they are at the airport. T tells Ss that there is a problem and asks them to listen to find what the problem is. After the recording, T asks Ss to discuss the problem in pairs. Then, T gets WC FB by asking the class what the problem is.

Puzzle Game (6-7 minutes) • To make Ss practice the vocabulary

T divides Ss into groups of 4 and gives them the puzzle activity in the Workbook at page 26. T asks Ss to fill the puzzle in their groups and turns this activity into a competition. The first group to write all the words will shout "finished" and T will check the answers. If they are correct, the group will be the winners. Then, T projects the activity to the W/B and asks the Ss to come up and write the answers.

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