Marc Marc

Amazing journeys lesson
Beginner level


In this lesson, students will practise describing travel and transport. In this context they will review adverbs of frequency and then write their own sentences using the given vocabulary, which they will then use to talk to each other. They will then move on to a reading exercise, practising reading for specific information.


Abc Vocabulary cards
Abc Whiteboard
Abc Exercise handout
Abc Text handout
Abc Projector

Main Aims

  • To review language collocations to describe travel and transport.

Subsidiary Aims

  • To review adverbs of frequency and to practise reading for specific information.


Warmer (4-6 minutes) • To set lesson context and engage students.

To set the travel context and elicit the relevant vocabulary, the teacher shows the vocab pictures and asks the class how we can travel around Istanbul (pointing to different pictures). (How do I go from Besiktas to Kadikoy? Boat/ferry. How do I go from Istanbul to Antalya? car/plane). Other forms of transportation can be offered by the teacher, briefly going over pronunciation.

Travel vocabulary (3-5 minutes) • To review the travel vocabulary and elicit relevant collocations.

With vocabulary pictures on the board (if necessary), the teacher asks the class how you can say that you use the car to go to work (writing 'I go to ... ' in an attempt to elicit 'I go to work by car'). He then shows how this can be used for different forms of transportation (making sure to point out the unusual form 'on foot' instead of 'by walk') and encourages students to answer questions in the given form. He instructs them to ask each other, writing the question form on the board: "How do you go to ... ?" ("How do you go to school? I go to school by car.How do you go to Antalya? I go to Antalya by plane.)

Adverbs of frequency (8-10 minutes) • To review and practise adverbs of frequency.

After going over the travel vocabulary, the teacher draws a line on the board, ranging from 0 to 100%, and titled "How often/many times?". He then shows cards with adverbs of frequency written on them and asks the class where they should be on the line. He demonstrates the first cards and has students come forward to place the other ones. The teacher then distributes several cut up sentences and asks the students (in groups) to put them in the proper order, demonstrating first on the board (written example: by - goes - John - car - to work = John goes to work by car.) (1. I / go / to / work / by / car + often 2. He / goes / to / school / on / foot + always 3. We / go / to / restaurants / by / taxi + sometimes 4. I / go / to / Taksim / by / metro + usually 5. We / go / to / Antalya / by / motorbike + never 6. She / goes/ to / supermarkets / by / bike. + hardly ever) When they think they have the correct order, the teacher asks one person from each group to come to the board and write down their sentence, and asking them to underline the subject and verb in their sentence. In order to elicit the form, he circles the adverbs in between to points out their placement (subject+adverb+verb).

Collocation exercise (9-12 minutes) • To practise collocations in a travel context.

The teacher reminds the class of their short discussion earlier about traveling in Istanbul, and tells the students they have to write six sentences about themselves and how they travel. He shows the exercise handout, pointing out the gaps the students have to fill in, and demonstrating the first few, before they continue on their own (ICQ: Are you going to talk or write? Write. How many sentences? six.) While they complete the sentences, the teacher writes some basic questions on the board: "How do you go to .. ?", "How do you go shopping?", "What do you like/dislike about traveling?". He then tells the class to get up and walk around, taking turns asking each other (switching partners) these questions and answering with their sentences. The teacher monitors, taking note of pronunciation problems for later error correction.

Reading (6-8 minutes) • To practise reading for gist.

The teacher briefly goes over the text vocabulary with the students, before showing them the title and picture of the text they're going to read on the projector. He then asks students to briefly talk at their tables what they think the text will be about (pointing out that the tuk-tuk is mostly used in Asia, and that the picture was taken in England). The teacher then asks groups for predictions and some can be written down on the whiteboard. Students then do a quick gist reading (3 min) to check their earlier predictions. (before starting: Are you going to talk or read? Read. Are you going to read quickly or slowly? Quickly.)

2# Reading (6-8 minutes) • To read for specific information.

The teacher tells the students to unfold their handout and look at the table which they have to complete, reading the text again to find the answers. They can check their answers with their partners. Students that finish early, can come to the whiteboard to write down their answers. The teacher goes over the answers with the whole class, sometimes asking where they found their answers. This can be followed by general error correction if there a little time left, or a vocabulary review game if there is more time left.

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