Kristin Pollock Kristin Pollock

Lesson: Amazing Journeys
Beginner level


Students will be introduced to eight vocabulary words, going through MFP. Then they'll identify the verb in four sentences related to transportation/travel. Next, they'll reproduce similar sentences, writing about how they typically travel or get to places. They'll discuss these sentences with a partner to see if they have any similar sentences. Then they'll look at a reading about a journey by tuk-tuk from England to Thailand. They will do a prediction task beforehand and then will read the article to see if they were correct. After, they'll read the article again for details regarding dates, places and numbers. Finally, they'll do a speaking activity to discuss a journey they would like to do.


Main Aims

  • To provide gist and detailed reading practice using a text about transport in the context of amazing journeys

Subsidiary Aims

  • To provide clarification of vocabulary related to transport in the context of travel


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

1. Vocab a. Students write words for pictures on board (eight transportation words) • *Note that bike → bicycle b. Modal and drill pronunciation c. Pairs, underline verbs on handout (*sentences will also be on board) • WC FB with sentences on board o *Note: Come → travel to where you are now, go - travel away from where you are now. Use example come here, go there, to contrast o *Check understanding of walk - walk to show what it means if needed o *Go by car → gesture driving and ask for verb to show this means to drive o *Go by plane → gesture with arms flying and ask for verb to show this means to fly o *Go by bike → gesture riding a bike and ask for verb to show this means to cycle • BACKCHAIN and drill all sentences

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible

2. Sentences about you a. Students write sentences about how they travel → reference example for the first one b. In pairs, tell partner your sentences • Do you have any of the same sentences as your partner? • WC FB about same sentences (monitor for good examples for WC FB)

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

3. Gist reading a. Introduce vocab: • *Look at map → where is Bangkok? Where is Brighton? • *Explain Journey → the trip/travel from UK to Thailand • *Explain Tuk-tuk → picture, small taxi in Asia • *Explain Raise money for charity → show image Turkish Red Crescent, give money to help organization b. Pairs, look at map and photos, discuss what you think this story is about • WC FB → write ideas on board c. Read again, see which ideas are correct • WC FB → which ideas are correct? Tick them.

While-Reading/Listening #2 (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

4. Detailed reading a. Read story again and complete table on handout • *Ask before: What is an example of a date? A place? A number? b. In pairs, check answers c. *Post answer key as WC FB

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

5. Speaking a. Instruct: pairs, describe a journey you want to take • *Example: Joe traveled through Eastern Europe on a motorbike; I want to visit the islands in the Caribbean by boat b. WC FB (monitor for good examples)

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