The lesson plan summarizes a 3-part lesson on talking about train journeys. Part 1 focuses on learning vocabulary related to train tickets and stations. Students practice matching definitions to vocabulary words. Part 2 teaches how to form questions about ticket prices, departure times, and platforms in order to buy tickets. Students roleplay buying tickets. Part 3 reviews the topics through listening to dialogues and answering true/false questions about train information.

1. Lesson Plan # 1
Class: 4THYear.
Teacher: Silvana Perosa
Time: 45 minutes
Text book/lesson: English for Life. Pre-intermediate/ Unit 17: At the station
Communicative goal: Talking about train journeys.
Grammar focus: -
Vocabulary focus: single ticket, return ticket, fare, standard class, first-class, seat reservation, local
train, get to, an express, direct, change, depart from.
Recycled language: present simple affirmative and interrogative/ present simple verb to be.
Objectives: to learn vocabulary connected with train journeys.
Activation(2 min)
The teacher will ask the students to look at the picture on page 17.
T: Let’s have a look at this picture. What can you see?
S: gente haciendo una cola/ gente en una estación
T: What kind of station?
S: Una estación de trenes/a bus station.
T: What about the people on the photo? What have they got?
S: Valijas/equipaje.
T: What do you think about these people? Are they about to arrive at a place or leave it?
S: Están por irse
T: How do you know?
S: porque están comprando boletos
T: Good, they want to buy a ticket.
S: how do you call people who travel by train or by plane?
T: pasajeros/passengers

2. Comprehension and Clarification (10 min)
Teacher will write a question on the BB:
Where does this passenger want to go? What does he ask?
Then, the teacher will ask the students to read the dialogue on page 17.
Then the teacher will ask them some questions in order to elicit the vocabulary about train
journeys that appears in the dialogue. The words that she will elicit will be the following:: single
ticket, return ticket, fare, standard class, first-class, seat reservation, local train, get to, an express,
direct, change, depart from.
Teacher will copy all this words on the bb. Then, the teacher will try to elicit from the students the
communicative goal by asking them what they are talking about. The expected outcome is ‘Talking
about train journeys’. Teacher will copy it title on the board.
Talking about train journeys
Vocabulary
Single ticket
Return ticket
The fare
Standard class
First-class
Seat reservation
Express train
Local train
Direct
Change
Depart from

3. Application
Activity N°1:
Type: pseudo-communicative
Focus: reading.
Pattern of interaction: whole class
Time allotted: 10 minutes
Explanation: After the elicitation of the vocabulary items the teacher will give the students a card
(1 card for two or three students) with the definition of each vocabulary item. Then, in turn, the
students will have to tell the teacher what vocabulary item match with the definition. The
students will have to stick the definition next to the vocabulary item on the BB and will ask the
students to copy them in their notebooks.
Talking about train journeys
Vocabulary
Single ticket one-way ticket
Return tickettwo-way ticket
The fare: the price of the ticket
Standard class cheap ticket
First-class a cheap ticket
Seat reservationa seat that is booked
Express train a fast train
Local traina slow train
Directnon-stop
Changetake two trains
Depart fromleaves from
Activity N°2:
Name: Vocabulary train journey.
Type: pseudo-communicative
Focus: reading and writing
Pattern of interaction: solo.
Time allotted: 10 minutes Student will practise vocabulary that they have just already learned.
They will use the Hotpotatoes Crossword.

4. Activity N°3:
Type: pseudo-communicative
Focus: reading and writing
Pattern of interaction: whole class
Time allotted: 10 minutes
Student will deal with information about train journeys that they have just already learned. They
will use the Hotpotatoes Cloze.
Reflection: (3 min)
Put a tick in the phrases related to train journeys.
1. The standard class fare is $ 24.
2. The flight to London leaves at 5.
3. I want a return ticket.
4. The arrival time is at 4:45 pm.

5. Lesson Plan # 2
Class: 4TH Year.
Teacher: Silvana Perosa
Time: 45 minutes
Text book/lesson: English for Life. Pre-intermediate/ Unit 17
Communicative goal: Buying train tickets.
Grammar focus: How much + (present simple/ verb to be)+ sth ?
What time/what platform +( present simple aux)+subject +verb?
Vocabulary focus: single ticket, return ticket, fare, standard class, first-class, seat reservation, local
train, get to, an express, direct, change, depart from.
Recycled language: present simple affirmative and interrogative/ present simple verb to be.
Objectives: to learn how to make questions with how much/what time/and what platform in
order to buy tickets.
Activation: (2 min)
The teacher will show the students some photographs of people buying tickets at different train or
bus stations. She will ask the students the students:
T: What are these people doing?
S: They are buying tickets
T: What do you call the place at the station where you buy tickets?
S: Ticket office.
Comprehension and Clarification: (10 min)
Teacher will ask the students to open the book at page 17 and will ask the students to underline all
the questions that the passenger asks. (she will give them a couple of minutes).
Then the teacher will show the students three flashcards which represent three concepts such as
time/price/platform e.g.
She will show them one by one to the whole group and will ask the students the following
questions:
T: tell me, what questions are related to this picture? (The teacher will show the picture about the
price)

6. S: Acá dice “How much is a ticket to London, please?” (The teacher will copy it on the BB and she
will stick the flashcard next to the question)
Then the teacher will elicit from them all the questions related to buying tickets, will copy them on
bb and will stick the corresponding flashcard.
Then the teacher will elicit from them the communicative goal: Buying tickets.
Then she will copy the structure below the questions on the BB and explain the students how to
make questions with how much and What time.
Buying Tickets
How much is a ticket to London?
How much is a seat reservation?
What time is the first train this afternoon?
What time does it get to London?
What platform does the train leave from?
How much + is + sth?
What time/platform + does + subject+verb?
Application (30 min)
Activity N°1:
Name: Buying tickets
Type: pseudo-communicative
Focus: reading and writing
Pattern of interaction: solo
Time allotted: 10 minutes
Student will have to practise questions to buy a ticket. They will use the HotpotatoesJMix.

8. Activity N°2:
Name: asking for information at the station.
Type: pseudo-communicative
Focus: reading and writing
Pattern of interaction: whole class
Time allotted: 10 minutes
Student will have to practise how to ask for information at the station. They will use the
Hotpotatoes J Match.
Activity N°2:
Name: asking for information at the station.
Type: communicative
Focus: oral - role play
Pattern of interaction: pairs
Time allotted: 8 minutes
Students will role play a situation that takes place in a ticket office in which a passenger asks
information about trains tickets, train arrival and departures.
Reflection: (5 min)
Put a tickin the questions related to buying tickets.
1. How much is a ticket to Cordoba?
2. What time is the meeting?
3. How much is a seat reservation?
4. What time is the first train to Mar del Plata?
5. What much is the hotel room?

9. Lesson plan # 3
TH
Class: 4 Year.
Teacher: Silvana Perosa
Time: 45 minutes
Text book/lesson: English for Life. Pre-intermediate/ Unit 17
Communicative goal: Buying train tickets. (recapitulation)
Grammar focus:
Vocabulary focus: vocabulary connected with train tickets, station, departure time, arrival time
Recycled language: present simple affirmative and interrogative/ present simple verb to be/how
much/what time/what platform.
Objectives: to revise previous topic and contents.
Activation: (5 min)
The teacher will show the students a photograph with different timetables from different stations,
and she will ask the students.
T: What can you see in this picture?
S: timetables.
T: where can you find this kind of timetable (teacher will show timetables board from different
kind of stations/aiports)
S; at the airport/bus station
T: What kind of information can you find?
S: the departure time/the arrival time/ the fare.
Comprehension and clarification: (5 min)
The students will listen to a dialogue similar to the one they have read in plan # 1 and to revise
previous content the teacher will ask them a pair of questions connected with how to make
questions about destinations and about departure and arrival time of trains. If necessary, the
teacher will copy some of them on bb.
Application: (30)
Activity 1
Type: communicative
Focus: listening
Pattern of interaction: solo
Time allotted: 10 minutes
Student will listen to the dialogue again and will have to read some sentences connected with it
and will have to decide if they are true or false. (ex. 17.2 Listen (page 17))
Are the statements true (T) or false (F)

10. 1. The passenger wants to travel to Manchester.
2. She wants a standard class ticket.
3. She’s travelling today.
4. She buys a return ticket.
5. She doesn’t ask for a seat reservation
6. The fare is 52.
7. The next train is direct.
8. There’s an express at 11.30.
9. It arrives at 12 o’clock.
10. It leaves from platform 4.
Activity 2
Type: pseudo-communicative
Focus: reading and writing
Pattern of interaction: solo
Time allotted: 10 minutes
Students will have to answer questions about train journeys. They will have to use Hotpotatoes J
Quiz.
Activity 2
Type: pseudo-communicative
Focus: reading and writing
Pattern of interaction: solo
Time allotted: 10 minutes

11. Students will have to complete a dialogue about train journeys. They will use Hotpotatoes J Cloze.
Reflection:
Complete the information about train journeys. Use Hotpotaoes JMatch.