Louise Pike Louise Pike

Tourism and Travel, future plans , lesson 1
Pre-intermediate level


During the lesson the students will practice their grammar in relation to future plans about a tourism project. The lesson will begin with the students answering questions about the Machu Picchu that they have previously read. This will then be followed by a task requiring students to rearrange words to form future sentences. Students will then work in pairs asking and answering the questions they formed. Lastly, students will participate in a semi-controlled speaking task that requires them to work in pairs and small groups to think to think of ideas to improve their town.


Main Aims

  • Grammar

Subsidiary Aims

  • To give students semi-controlled speaking practice to develop spoken accuracy.


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

T will show Ss a copy of the Machu Picchu text to prompt their memories. T will instruct Ss to quickly read over the text in pairs to remember the key points e.g. What did it say about the people from UNESCO?

Warmer/Lead in continued (2-4 minutes) • To provide examples of future sentences

T will ask Ss questions about the text: 1. What are the hotel going to do? 2. Why are they building a cable car? 3. Why is the cable car a good idea? 4. What does the text say about the people from UNESCO? Ss will write their answers on the WB, these will be used as the model sentences, ready to be analysed. T-S feedback will be given (corrections will be made if required).

Language focus (5-8 minutes) • Identify 'going to' and present continuous structures

Ss will identify the two differences (going to and present continuous - fixed) and define each term. T will elicit the answers by showing them the appropriate sentences on the WB if needed. Ss will then identify the different structures on the WB. going to: eg. They are going to build a cable car fixed/arranged: Tomorrow UNESCO will come here

Controlled practice (5-6 minutes) • To assist Ss with future plan sentences

Ss will work in pairs to rearrange the words to form coherent sentences. Ss will write down the correct versions individually and then discuss their answers together. Ss will be selected to answer in front of the class to gain feedback.

Controlled practice 2 (6-8 minutes) • To practice speaking about future plans

Ss will be placed with a different person from whom they were previously paired with. Ss will take it in turns to ask and answer the questions with each other (possible explain using a demo) .Ss will be selected in their pairs to write their questions and answers on the WB - This will be used to gain feedback.

Semi-controlled speaking practice (10-15 minutes) • To allow students to freely practice their speaking about future plans

T will write 'Istanbul' on the WB with two columns underneath which state 'good' or 'bad'.This will help T elicit ideas about what Ss think is good or bad in Istanbul for tourists. Student's will work in pairs to think of some improvements for the tourism in Istanbul. T will list prompts on the whiteboard (e.g. problem, idea, when...). Ss pairs will then be put into groups of 4 to choose the best ideas. Feedback for the task will be assessed by getting the groups to present their best ideas to the whole class using the WB.

If-time activity (1-3 minutes) • Allow students to further practice speaking about the future

T will have flash cards turned downwards with future questions on. Ss will be selected to pick a question and ask it to another student of their choice. Questions: 1. I can't meet you tonight because... (eg. answer: I am going to a party) 2. I'm very hungry so... 3. I'm very happy because... 4. I'm packing my suitcase because... 5. I am worried about next week because... 6. After lunch... 7. My mobile phone is broken so... 8. Tomorrow is important for me because... 9. Tonight at 7pm I'm... 10. I want to leave class early today because... Feedback will given as a WC through the way they ask and respond to the questions.

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