Armagan Armagan

On The Go
Kindergarten - Orange level


In this lesson, students will finish reading "I Go With My Family to Grandma's." We will look at different modes of transport used to go to grandma's house and use learned language from previous lessons to discuss how students go to their own grandparents' homes. We will also spend some time learning about members in a family.


Abc Things That Go
Abc Map pictures
Abc Things That Go - Workbook
Abc Modes of transport

Main Aims

  • To provide review, practice and clarification of sensory adjectives
  • To provide accuracy speaking practice in a modes of transportation in the context of travel

Subsidiary Aims

  • To provide review of modes of transportation


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Teacher will review the story book so far and lead this into the key language. "In our story, where is everyone traveling to?" - "Grandma's house." "Are they all walking to Grandma's house?" - "No." "Are they flying to Grandma's house?" - "No." "How are they traveling to Grandma's house?" - "By bicycle, by wagon." To revise the ways in which people travel, elicit responses from students by asking them how they came to school today. "Did anyone travel today?" "Can you think of the modes of transportation we have?" (car, bicycle, motorbike, train, bus) "How did you get to school?" (school bus, car, walk. "I traveled to school by.......") "Did you swim to school?" "Did you fly a plane to school?" Ask students individually how they got to school.

Modes of transportation (4-6 minutes) • To elicit modes of transportation from students

Elicit three main modes of transport from students. "What are our three main modes of transportation?" (Air, land, water) "What can we use to travel by land?" (Car, bus, train...) "What can we use to travel by water?" (Boat, ferry...) "What can we use to travel by air?" (Plane, jet....) Place materials on board and stick different modes of transportation under each category after eliciting the answer from students.

Useful Language (5-8 minutes) • To highlight and clarify useful language for coming productive tasks

Teacher will set up the cartoon map on the board and place key sentences on the board for students to use. Teacher will start a chain conversation, starting from one student and having the first student ask another student and onward. "How would you get to the pool?" "I would go by bike." etc.

Practical use of key language (5-10 minutes) • To have students use language learned in class successfully

Teacher will display handout and explain the procedure to students by using a couple to participate and teach the rest of the class by example. Students will be encouraged to use the language among themselves and must ask each classmate what form of transport they have used. If time permits students can also ask their parents. Discuss the results in class and see what transport is used the most.

Introduction to grammar topic (5-8 minutes) • To have students able to spot sensory adjectives in sentences.

Teacher will write down key language on the board and elicit response from students. Teacher will write down the sentences from the workbook and elicit answers from students. "What is a noun?" "What is an adjective?" Teacher will ask students to find the noun in the sentence and find the adjective. Teacher will elicit the answers to each question from various students and together they will complete the workbook page.

Wrap up (4-4 minutes) • To have students self mark and go over questions together.

To wrap up, teacher will ask concept questions to go over main topics of the lesson (mode of transportation) and ask students what their favourite modes of transportation are.

Vocabulary (2-4 minutes) • To elicit key vocabulary from students by asking concept questions.

(Water) "We need this to drink." "This is in the sea, rivers, lakes and ponds." "We need it to wash and clean." (Family) "We all have one." "In this there are usually moms and dads and grandmothers and grandfathers, there can also be brothers and sisters." (grandchildren) "You are your grandparents'....." "Carrie, Beatie, Bella, Stella, Millie and their siblings are grandmother's ......"

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