This lesson plan outlines an 80-minute lesson for a Secondary 3 class in Hong Kong to teach students how to write a 3-day itinerary. Students will analyze sample itineraries to identify their components and language features, and practice writing their own itinerary for a family trip to Hong Kong using verbs, sequence words, and negative forms. The lesson aims to help students understand the text type of an itinerary and effectively plan and write one.

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Asia’s World City - Writing
LESSON PLAN
Class: Secondary 3 (Average to above-average)
Lesson Duration: 80 minutes
Textbook: Oxford English Continuous Assessment Pack 3A (Homework)
Previous Students have learnt:
knowledge: 1. popular local tourist attractions such as Giant Buddha and Ocean
Park Hong Kong
2. local food such as dim sum, egg tart and Hong Kong-style milk tea
3. detailed description of a particular place
4. sequence words and phrases such as first, next, thereafter and finally
5. simple present tense
Learning By the end of the lesson, students should be able to:
objectives: 1. identify the text type ‘itinerary’ and tell its key features
2. plan their writing using mind-map
3. write a 3-day itinerary for a family trip to Hong Kong
Language 1. Writing an itinerary using phrases and expressions such as ‘arrive at’,
Focus: ‘visit/spend time in/enjoy/experience…’, ‘go to … (place) by…’,
‘have breakfast/lunch/dinner at…’, and ‘return to… by…’.
2. Speaking: discussion
Teaching PowerPoint slides (Appendix I), Itinerary samples collected from different
Materials: travel agencies (Appendix II), Homework (Appendix III).
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Procedures:
Time
Teaching Steps Purpose
Allocation
3 minutes 1. T does a revision on vocabulary items Let Ss to recall some vocabulary
about local tourist attractions with Ss by items learnt in the previous lesson
showing pictures on the PowerPoint
slides (Appendix I).
1 minute 2. T distributes the itinerary samples Prepare Ss for scanning practice
(Appendix II) to Ss
3 minutes 3. T asks Ss if they have read this kind of Recall Ss’ memory of reading
texts before and to tell what the text type itinerary in the Reading lesson
is
4. T tells Ss the following: Present new language to Ss: use of
i. Definition of itinerary itinerary
ii. When it is usually found
iii. Why it is useful
10 minutes 5. T asks Ss to scan the itinerary samples Provide instructions; let Ss
(Appendix II). practice scanning and discussion
skills
The samples are briefly introduced in
the Reading lesson:
i. (in point form)
http://www.ctshk.com/english/leisu
re/gdhighlights/sg3.htm
ii. (travel brochure)
http://www.hongthai.com.sg/files/t
our_files/OOLS6D_E.pdf
iii. (in paragraph form)
http://www.newshan.com/tour/Pac
kageTour/Hong_Kong/4DHKGG.h
tml
T tells Ss the following: Let Ss process the features of the
i. Form groups of 3 itinerary on their own
ii. Each member is responsible for
reading one sample
iii. Report to each other after reading
iv. Identify their common features
such as headings, sub-headings,
time, main body (descriptions of
places to be visited, activities and
events), and use of tense
8 minutes 6. T asks each group to report their
findings.
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T asks Ss the following questions if
necessary:
i. Where is the heading? What is it
about? What does ‘D’ stand for? Is
there a place? What do we call that
‘place’ of the tour?
ii. Where are the subheadings? What
are they about? What is the use of
numbers there?
iii. Where are the main body parts?
What do they tell you? Any
information about tourist attractions?
Which attraction do tourists go first
and next? How do you know that?
Any words/phrases provide hints?
iv. What is the tense used?
10 minutes 7. T goes over the itinerary samples one by Q&A to check Ss’ understanding
one quickly by asking Ss to call out the of the texts
answers to the following:
i. What is the duration and
destination of the tour?
ii. Where do tourists visit on different
days of the tour?
iii. What do tourists eat for their
breakfast, lunch and dinner on
different days of the tour?
iv. What do tourists do on different
days of the tour?
v. What is(are) the tense(s) used in
each sample itinerary?
2 minutes 8. With reference to Step 7, T summaries Present new language to Ss:
the components of an itinerary and what structure of an itinerary
they tell the readers with the help of
PowerPoint slides (Appendix I).
3 minutes 9. Focus on itinerary sample 1 (Appendix Provide instructions to S
II), T asks Ss to underline all verbs in
sentences about where tourists go and
what they do. For example:
i. In the morning, pick up from a
designated hotel.
ii. Explore the world famous Dafen Oil
Painting Village.
5 minutes 10. T asks Ss to report all verbs; lists them Present new language to Ss:
on the board and explains the difficult Common verbs used in itinerary
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ones. writing
T might add a few more to the list such
as take a tour around/stroll around.
4 minutes 11. Focus on sample 2, T asks Ss to Provide instructions to Ss
underline all sequence words and
phrases in sentences about where
tourists go and what they do. For
example:
i. Next, proceed to Harbor Town
Factory Outlet for shopping…
ii. Thereafter, stop by Duty Free Shop to
purchase local products…
2 minutes 12. T asks Ss to report all underlined words; Revise the previously learnt
lists them on the board. language: Common sequence
words and phrases used in
itinerary writing
1 minute 13. Focus on itinerary sample 2 (Appendix Provide instructions to Ss
II), T asks Ss to underline all verbs in
negative form (don’t) in sentences about
where tourists go and what they do. For
example:
i. Don’t miss the latest Superman
Escape ride
ii. Don’t miss a walk down memory
lane on Sesame Street Beach
iii. Don’t be shy to participate in
demonstrations such as sheep
Shearing
2 minutes 14. T lists them on the board; explains these Present new language to Ss:
forms that arouse readers’ emotions and Negative forms used in itinerary
persuade them to join the tour writing
8 minutes 15. T asks Ss to do the following: Let Ss practice all the language
i. Think of three places or activities input (verbs, sequence words and
they want to do or to for school phrases, and negative forms)
picnic
ii. Write them in a short paragraph
and post it as comment to the blog
(about 40 words).
5 minutes 16. T asks Ss to read the partner’s writing Peer evaluation and assess Ss’
and to give comments on it. language practice
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3 minutes 17. T assigns the Homework (Appendix III) Provide instructions to Ss; let Ss
to Ss; introduces the writing task (3-day produce the new language on their
itinerary): own
i. Explain the task in terms of word
limit and target audience
ii. Remind Ss to use mind map to
organize ideas
iii. Use common verbs, sequence words
and phrases, and negative forms
covered in the lesson
7 minutes 18. T asks Ss to do the following: Let Ss practice discussion skills
i. Form groups of 4 and generate ideas with help of
ii. Discuss possible places to be visited, peers
activities to be done and local food
to be tried and time to be allocated
for each event
iii. Complete the mind map on P.1 of the
Homework (Appendix III)
3 minutes 19. T reminds Ss about essential features of Help Ss review what they have
an itinerary; provides a web link to Ss for learnt in this lesson and produce
more information about local tourist the writing
attractions and food.
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