Pınar Su Pınar Su

Elementary level


In this lesson, students will learn vocabulary related to traveling through a listening text. Students will predict, check, review and practice the vocabulary learned in pairs, groups and individually. They will draw on their experiences and produce the target language as well.


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Main Aims

  • To provide gist and detailed listening practice using a text about travel essentials in the context of travel.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of travel.
  • To provide clarification and practice of travel essentials lexis in the context of travel


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

Introduce yourself to the Ss and get them to introduce their partner. On board … This is … She’s/He’s from … She’s / He’s a … (student) Set the context of travel and elicit the kind of things we take on holiday i.e what do you take to read while you’re on holiday? What document do you need at the airport? In pairs, get Ss to write a list of 5 important things they take on holiday. Ss check with another pair (groups of 4) WGFB: Do you have the same things or different things?

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

[Ex 1] Pre-teaching vocabulary: Focus Ss on the picture. Ask Ss to tick the things from their list (lead-in) with the things in the pictures. In pairs, Ss say the names in English. Monitor. WGFB. T asks What’s A? What’s B? They may not know all of the words so you’ll have to write the unknown words on the board. Then ask some CCQs – i.e. when it’s dark outside what do I use? When I have to wake up early, what do I need? Provide a model of the word and ask how many syllables the word has and where the stress is. Drill the more difficult words a few times chorally and then individually. Vocab – memory activity. Tell Ss they have 30 secs to remember the pictures. Time them. Tell them to close their books and write all the words they can remember in 1 minute. Time them. FB: Quickly get Ss to count their words; who remembered the most? The least? Peer check. Tell Ss to open their books and check against the pictures. CCQ some of the more difficult words if necessary. [Ex 2] Say “let’s imagine we’re going on holiday to a big city, where shall we go? Rome? New York? Paris?” Get Ss ideas, ask ‘why do you want to go to Paris’ don’t expect much of an answer but sound interested to encourage them. Tell Ss “Ok we’re going to Paris, but we can only take 5 things from our list. Talk about which 5 things we should take” Focus Ss on Useful Language and do a demo. Say model a sentence. “I think the passport is a good idea because we are going to a different country” then ask, “do you agree?” and invite someone else to say a sentence from the Useful Language. Remind them they can only take 5 things so they have to agree on which things to take. Write on the board 1.- 5. So they understand they have to write a list. ICQ: How many things can we take? 5. Get them started, monitor; you can help with pronunciation of the vocab if needed, but don’t discourage them. Get them to compare with another pair, do they have the same? WGFB – get the number one on the list for each pair and ask them to listen if they have the same. [Ex 1] Pre-Listening – Predictions. Show them the picture and tell them that they are going to the airport. Ask them to predict: Who do you think packed the bags? You may have to elicit what this means (miming is good/draw a suitcase on the board). Get their ideas on the board. Who thinks Mrs Thompson packed the bags? Mr Thompson? Don’t give them the text yet.

While-Listening #1 (10-12 minutes) • To provide students with less challenging gist listening tasks

Listening for gist - Play the recording [R1.78] Ss listen for to check their predictions: answer the question who packed the bags.

While-Listening #2 (14-16 minutes) • To provide students with more challenging detailed listening tasks

Listening for detail – Ss predict; what do you think Mrs Thompson packed in the bags? (recycling vocab) Give Ss the list from Ex 2. Play the recording [R1.78] again; Ss listen and tick the items they hear. Peer check, WGFB. Do they have a computer? Etc Ss listen and practice the dialogue. Tell Ss you are going to play the dialogue again and this time they have to listen and read (aloud) at the same time (to mimic intonation and connected speech). Turn up the volume quite high so they can’t hear each other very well and they’ll feel comfortable reading. Pair off the Ss and ask them to practice the dialogue together, tell them to use expression (demo if you like). Tell Ss that Mr and Mrs Thompson have now arrived at the airport, but they have a problem. Get Ss to predict the problem. Ask Ss to listen [R1.79]. WGFB.

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

Post-Listening – create some discussion questions to the effect of: What problems have you had at an airport? Which things to you take with you on holiday? Have you been on holiday this summer? (where did you go? What did you take? Did you fly? Drive? Etc)

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