2. TRAVEL AND TRANSPORT
• My lesson topics corresponds to the topic in the student’s book. I chose it because
their teacher asked me to elaborate on this topic in discussion groups. It is relevant
because students should be knowledgeable about travel and transport vocabulary
and information. It is relevant to them as they are preparing to enter university and
many wish to study abroad. They will need to know this vocabulary and be
knowledgeable about the topic in order to travel.
3. OBJECTIVES
• To review travel and transport vocabulary
• To practice question forms
• To practice speaking and fluency skills through role play
• To practice reading and comprehension skills
• To complement the teacher’s previous introduction of vocabulary and topic.
• Lesson time: 50 minutes
4. MATERIALS
• Student textbook
• Worksheets provided by the teacher: Transport by the British Council and
Traveling/Transport conversation questions and vocabulary practice.
• Transportation timeline:
https://visual.ly/community/infographic/transportation/history-transportation
• Kahoot quiz
• https://play.kahoot.it/#/k/677ed601-9856-4049-8c93-844127b4b240
5. TEACHER/LANGUAGE ASSISTANT
COLLABORATION
• The teacher of this specific class has pre-taught the vocabulary and main points with
the students.
• She has helped me search for level-suitable materials.
• My main role is to encourage correct pronunciation and fluency in the students’
speaking.
• The final evaluation of a test will be given by the teacher, and I will share my
observations on group discussions/participation/Kahoot results.
6. LESSON PLAN
• First, students are introduced to the following vocabulary: public transport, private
transport, aeroplane, bicycle, boat, car, coach, motorbike, ship, train, tram,
underground.
• (students have been pre-taught this vocabulary in class by their teacher)
• Students are provided with a list of advantages/disadvantages and apply them to
each method of transportation. They can also create their own (i.e. fast, quick, eco
friendly, crowded, cheap, expensive, etc.)
• Students discuss their answers and why they chose them, as well as their personal
experiences and preferences with each method of transportation.
• Students then complete a word scramble of common items needed to travel abroad
and use each word in a sentence.
• (25 min)
7. LESSON PLAN CONT.
• Students are then introduced to the following visual
on Visually:
• https://visual.ly/community/infographic/transportati
on/history-transportation
• Students work in pairs to discuss the most notable
event they learned from the timeline, and what they
did or did not know.
• Students share new information in group
discussion and apply travel and transport
vocabulary learned.
• (20 min)
8. LESSON PLAN CONT.
• Students ask any remaining questions.
• Students will participate using their Smartphones in a Kahoot quiz created by myself
to review material:
• https://play.kahoot.it/#/k/677ed601-9856-4049-8c93-844127b4b240
• (10 min)
9. EVALUATION
• Student knowledge, fluency, accuracy, and participation will also be assessed
continuously by myself during the group discussions.
• Students will be given a unit test by their teacher in class at a later date.
• Students participate in a Kahoot trivia game created by myself to assess their
knowledge:
• https://play.kahoot.it/#/k/677ed601-9856-4049-8c93-844127b4b240
10. LESSON IN ACTION
Students in the 6th Bachilerato
contemplating advantages and
disadvantages of travel and
transport
(all photos used with permission)
11. ADAPTING TO DIVERSE LEARNING
STYLES
• This lesson plan is used specifically with a 6 Bachilerato class that has a very high
English level overall.
• However, the material can be adapted to fit all levels in the following ways:
• Pairing students with a higher English level with lower level students to help them.
• Being very thorough in describing vocabulary.
• Using Spanish/English dictionaries to make sure students are clear on meanings.
• Correcting material and showing students where their mistakes are.
• Pre-teaching vocabulary before presenting the visual timeline and roleplay activity.
• Using visual prompts to present vocabulary.
• Let students take notes while presenting the timeline before the speaking activity.
