# Here is your destination! What are you going to take?

## Lesson Overview

### Topic

This Lesson helps students to use vocabulary related to traveling and packing. Specific skills include describing facts and decisions through the use of the future tense structure "To Be Going To".

### Description

Students are introduced to specific vocabulary and language forms (am/is going to) to help them develop new skills using the future tense. The sequence is presented in a communicative language teaching methodology in which students are mainly involved in small group activities. The total time to complete this lesson is 100 minutes; though it can be extended depending on the group’s development during the class.

## Student Characteristics

### Student Group

8th grade students

### Skill and Language Level

English Basic User: A1 - Beginner

• Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.
• Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.
• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

## Curriculum Alignment with Learning Outcome(s)

### Supported Outcomes

• Students will learn effective vocabulary and structure for future-related situations.

### Student Learning Objectives

• Students will be able to choose and apply specific vocabulary related to packing and traveling.
• Students will be able to identify and organize future structures according to standard English.

## Materials

### Technology Requirements

•   A projector will be used to display the pictures, vocabulary and structures.

## Lesson Plan

### Introduction/Warm-up

Projector (teacher material class 1): teacher presents an image of a suitcase and asks students to guess the topic of the class. Then, in the same slide, the teacher engages students asking them the following questions: How often do you travel? Who do you travel with? Where do you generally go? Where do you usually stay (hotels, friend’s or relative’s house)? How long do you usually stay? After that, the teacher shows a new slide with related and non-related pictures and their respective names, so that students can say what they consider important to take when they travel. As a prior development of pronunciation awareness, the stressed syllables of the words will be underlined.

### Guided Practice

1. In order to introduce the grammar topic, the teacher shows a slide with a picture of Philadelphia with the following context description: "I'M GOING TO TRAVEL TO PHILADELPHIA DURING THE SUMMER. WHAT DO YOU THINK I AM GOING TO TAKE WITH ME?".

2.  Afterwards, a new slide is presented with examples of affirmative and negative sentences connected to the vocabulary presented formerly: "I'M GOING TO TAKE: SUNSCREEN, SUNGLASSES, HAT" and "I'M NOT GOING TO TAKE: OVERCOAT; SCARF; GLOVES".

### Independent Practice (or Student Production)

1. In pairs, students will receive a suitcase-shaped handout containing flashcards about packing vocabulary.

2. Each pair will receive a different destination so that they can pack their “suitcase” according to that.

3. Once they have decided what to take, they must share their choices using, at least, two affirmative and two negative sentences.

4. In order to make students more confident about pronunciation, the flashcards also include the words with their stressed syllables underlined.

### Feedback

1. The teacher brings the class back together to check their sentences.
2. Together, teacher and students check if the sentences they created are coherent with the destinations.
3. The teacher elicits corrections from the entire class regarding the errors.
4. Depending on the responses, the teacher should guide students to recognizing the correct answer before directly providing it to them.

### Introduction/Warm-up

As a vocabulary and pronunciation review, the teacher will show all the words previously taught and make a repetition drill, drawing attention to the stressed syllables once again.

### Guided Practice

1. As a sequence of the grammar topic, new slides will be presented with He/She sentences.

2. The first one will show a picture of a famous character with the following description: “This is Hermione. She  is going to  travel to Paris.  She  is going to  take a jacket, sneakers and pants. She  is not going to  take t-shirt and shorts.”

3. The same will happen to the second slide: “This is Harry. He is going to travel to Lisbon.  He is going to take shorts, sunglasses and flip-flops. He is not going to take gloves and scarf.”

4. Then, as a quick review, a third slide will provide students with the three subject pronouns studied so far: “I / am going to / travel to Philly”, “She / is going to / take a jacket, sneakers and pants” and “He / is not going to / take gloves and scarf”. The  sentences are separated by a dash in order to facilitate the next topic.

### Independent Practice (or Student Production)

1. On a projector, teacher will show different destinations. Each destination has its respective subject pronoun assigned (I, He, She);

2. Students will receive broken sentences (as shown on the step 4 from the Guided Practice) so that they can join the parts in the correct order to describe what they are going to take according to each destination.

### Feedback

1. The teacher brings the class back together to check their sentences.
2. Together, teacher and students check if the sentences they created are coherent with the destinations.
3. The teacher elicits corrections from the entire class regarding the errors.
4. Depending on the responses, the teacher should guide students to recognizing the correct answer before directly providing it to them.

### Closing Activity/Wrap-up

1. The teacher asks students to think about the difference among the subject pronouns (I, He, She) eliciting their corresponding structures;
2. The teacher assigns the homework. (writing practice described on the next topic)

## Assessment

Assessment Method

Students will be required to choose any destination and write sentences including: where they are going to and what they are/are not going to take. They must use the vocabulary and the structures presented throughout these two lessons.

### Grading Criteria

The teacher will take into consideration if the student managed to use coherent vocabulary and proper structure according to the destination and the subject pronoun chosen.

Return to top