New lesson plan: Travel Plans

ibrahim tezel

Travel Plans - Intermediate level

Travel Plans
Intermediate level

Description

In this lesson, students learn about indirect questions through guided discovery based on reading about travel plans. The lesson starts with a discussion about travel plans. This is followed by jigsaw reading where students read and relate stories about travel plans. Finally there is some controlled practice through sentence reformutation and free practice via a final role-play speaking activity.

Materials

Straightforward Intermediate Student Book

Straightforward Intermediate Student Book

Main Aims

For students to listen to a short dialogue about "Travel PLans" then to understand what kind of trip is being organized, for students to understand who is going where and when, for students to understand if the sentences are true or false and lastly for students to understand indirect and direct questions.

Subsidiary Aims

For students to read, listen for gist and specific information, for students to improve awareness of intonation and for students to learn vocabulary related to travel.

Procedure (45-58 minutes)

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

Get the students to ask each other questions about holidays to get warmed up.

Pre-Reading/Listening (10-15 minutes) • To prepare students for the text and make it accessible

Listen to the audio script and after listening write the keywords on the board to get students familiar with the key words. Then listen again and get the students to do exercise 3 marking the sentences true or false and correcting the flase sentences.

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

Then ask the students what are indirect and direct questions and write their examples on the board, then explain to the students what are indirect and direct questions after get the students to do exercise 4.

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Then give the students the transcript to read in pairs and to find seven examples of indirect questions.

Post-Reading/Listening (14-16 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Lastly get the students to work in pairs and to write indirect questions and write them on the board and get them to correct their mistakes if they cant you correct their mistakes.