Lesson Plan

School:
Class: 6th grade
Number of students: 32
Name: Borta Sandra Ana-Maria
Teacher in charge:
Teaching points: Listening-Travelling by bus
Speaking-Asking for travel information
Skills practised: Listening
Speaking
Writing
Objectives:
By the end of the lesson, students will be able to:
describe a picture;
listen for specific information;
build and write a dialogue;
ask for travel information.
Materials: The course book, The Audio CD2/ track 32, the map of the United Kingdom

Anticipated problems:
Students may be noisy.
Students may not pay attention.
Students might refuse to do an activity.
Solutions:
If the students are noisy, the teacher will identify and stop the disruptive behaviour.
If the students don't pay attention, the teacher will play a quick game with them: the teacher will tell them to
stand up, raise their left hand, raise their right hand, rub their head and belly at the same time, in order to get
them energetic and in high spirits.
If the students refuse to do an activity, the teacher will give them important tasks in order to get them
involved as much as possible: they can help distribute the exercices or check other's answers.

Stage

Ti Interaction
m
e

T's activity

L's activity

Objectives

Intr.
moment

1' Teacher-Class

''Hello! How are you today?''

''Who is absent today?''
''Let's write the date!''
''What's the weather like?''

''Hello! We are fine, thank

you!''
Today is/are absent...
Today is...
It's...

-to start the class;

-to get them to speak
English.

''What was your homework?''

A:

Checking 7' Teacher-Class

the
homework

''Who wants to read us the

homework?
Student-Class

Lead in

2' Lockstep

The student reads.

Do you like travelling?

Students answer.
Why do you like travelling?
How do you like to travel? By
what means of transport?
Why did you choose that means of
transport?
What places have you travelled to?
Let's see who has travelled the
furthest.

ListeningTravelling
by bus

15'

- to get them to speak in

English;
-to give feedback on the
A student raises his/her hand. homework;

- to activate their
schemata;
- to get them to speak in
English.

Prelistening

Lockstep

First
Listening

Lockstep

Lockstep

- to describe a picture;
Yes, they are Emily and Lucy. - to listen for specific
information;
They are at a bus stop.
- to understand the
They are talking to an
meaning of some
assistant.
Why?
To ask for information about expressions;
- to get used to some
buses.
standard expressions used
when asking for travel
Now you will listen to the dialogue Studets listen carefully and
information;
between Emily and the assistant.
find out that Emily buys a
- to get them to speak
I need you to pay attention, to
return ticket.
English.
listen carefully and find out what
type of ticket Emily buys.
Look at the picture on page 102.
Do you recognize the girls?
Where are Emily and Lucy?
Who are they talking to?

So, how many types of tickets

there are?
What does ''single ticket'' mean?
What does ''return ticket'' mean?

Lockstep

Now, you heard some numbers in

the dialogue. What can those
numbers refer to?

Two, single and return.

With this ticket you can only
go to the destination.
With this type of ticket you
can go to the destination and
come back from it.
The time the bus leaves, the
number of the bus, the bus
stop from where is leaving,
the price of the ticket.

Yes, you are right. Let's look at the Students read.

numbers on ex. 3. Let's read them.
Second
Listening

Individual
work

You have the transcription of the

dialogue you have just heard in the
book, but the numbers are missing.
You will listen again to the
dialogue and complete with the

numbers. You have them above the

transcription, you just have to
choose where the numbers go in
the transcription.
Work individually, then we will
Students listen and complete.
check together.

Third
listening

Feedback

Let's check.

Lockstep

You will listen to the dialogue for Students listen and repeat.
the last time. We will try to
reproduce it and repeat what Emily
and the assistant are saying.
Let's read the dialogue together. A
group will be Emily and another
group will be the assistant.

Postlistening

Lockstep

Students read the dialogue

and answer. A: at 2 o'clock,
the number 22, bus stop
number 7, it costs 4 pounds.

Students read.

What questions did Emily ask?

A: What time does the next
T will drill the questions, replacing bus for York leave?
York from the first question with
What number is it?
London, Oxford, Cluj, Bucarest.
Where does it leave from?
How much does it cost?
What did the assistant answer?
T will drill the answers, changing
the numbers.

A: It leaves at 2 o'clock.
It's the number 22.
Bus stop number seven.
It costs 4 pounds.

What did the assistant ask?

A: Single or return?
What did Emily answer?
A: Return.
Was there another answer possible? A: Yes, single.

Follow-up

Lead-in

Individual
work

Look at ex. 5 and complete the

Students read and complete.
sentences. You have 2'.
While the students solve the
exercise, T sticks the map of the
United Kingdom on the blackoard.

Feedback

Let's check it together.

3' Lockstep

A: time, leaves, Where,

leaves, does, costs.

Now let's look at this map.

It's the map of the United
Kingdom.
Let's locate some of the main cities T and Ss locate London,
and towns in the UK.
Oxford, Cambridge,
Manchester, Liverpool,
Brighton etc. on the map.

-to activate their schemata;

-to locate main cities and
towns on the map;
-to get them to speak
English.

Has someone visited UK?

Yes/No.
If yes, what places have you seen?
Let's identify them on the map.
Would you like to visit UK?
Where would you like to go?

Yes/No.

What other countries would you

like to travel to?
Speaking- 20'
Asking for
travel
informatio
n
Step 1

Lockstep

Look on page 103. You have there

some information about journeys to

-to imagine and write a

dialogue using specific
information and standard
expressions;
-to work in pairs;
-to role play using
intonation;
- to get them to speak in

Liverpool and to Brighton.

Who wants to read the information Students volunteer.
about the bus for Liverpool?
Who wants to read the information Students volunteer.
about the bus for Brighton?
Now you have to decide where you
would like to go. Choose Liverpool Students choose.
or Brighton.
T tells Ss something about the two
cities, so that they can choose
easily.
Step 2

Lockstep

You will imagine a dialogue

between you and an assistant.
You will ask the same questions
Emily asked, but the answers of the
assistant will be different. You will
use the information you were given
above.
Let's repeat the questions and
Students pay attention to the
imagine some possible answers.
explanations of the T and
repeat.

Step 3
Writing

Individual
work

Each of you will write the dialogue

in your notebooks. Remeber! You
have to use the information from
step 1 and the questions from step
2.
You have 5'.
Students write their
While students write their
dialogues.
dialogues, T monitors them. T goes
among the desks and helps the
students if necessary.
T signals the mistakes and guides
the students toward the right

English.

answer.
You will now work in pairs and
role play the dialogues. You will
take turns.
Each dialogue must be role played.
You have 3'.
T monitors the pair work.
If necessary, T will correct the
intonation.

Step 4

Pair work

Step 5

Students-Class At least two pairs will role play

Students volunteer. They
their dialogues in front of the class. come in front of the class.
The others will listen and correct
The others listen carefully.
any mistake they identify.

End of the
class

2' Feedback
Homework

Lockstep

Students work in pairs to role

play their dialogues.
Ss will pay attetion to the
intonation.

What did you learn today?

To ask for travel information. - to state the aim of the

lesson;
Note down your homework:
Students note down their
-to assign the homework;
exercises 3 and 6 from Workbook, homework and pay attention - to end the class.
page 133.
to the explanations of the
Let's see what you have to do.
teacher.
Class is over. Good bye, class.

Good bye, teacher.