LPL - Transport
Carnet de Voyage: Click here to see the CDV for this lesson plan
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of what has been taught and an opportunity for them to accompany their child's
learning process by viewing and revising the content together.
Lesson Plan Clickety Clack – Transport and pronouns
1. Hello Song / 5 minutes (recommended for younger groups)
2. Recap last session's target language / 5 minutes
Take out the flashcards from the last session and see who remembers the words or phrases
3. Pre – teach the target vocabulary:
Destinations: School, Mountain, Island Australia,
Foot, bicycle, train, car, bus, train, boat, airplane, rocket, motorbike
Show the group the flash cards and say the word. Ask the children to repeat it. (you can repeat this a couple of times if needed)
Show the children you will be silent ( I do this my “doing a key-locking imitation” in front of my mouth. The students must remember the names of the images on the flashcards. Ensure the children raise their hands to avoid shouting out. Reward the children you says the word correctly but letting them stick it up on the board/wall.
Extra prep/ traction: When your display is up stick up the “labels” and one by one allow the children to match the word to the image by sticking the word underneath the image.
Introduce the subject pronouns as suggested in the previous activity.
When the pronouns are on display introduce Mary, Ben, the pet and the group of friends – WE and THEY.
3. Story: Clickety Clack or Let’s Climb a Mountain / 10 minutes
You will need: Book
Read through the book, concentrate on encouraging repetition of your target words and or phrases. Give time for the children to see all of the details in the pictures.
For younger children (3-5), you may want to read only some of the text and concentrate more on key words. Ensure repetition of those key words and sounds.
Focus on reading the text and then asking the children a question.
E.g. “What’s this?” “Is it a train?” “Can you see a yellow car?” “How many pink cars can you see?”
When reading, encourage the children to get involved in the storyand to repeat full sentences based on your teacher target above.
For the extra traction levels, ask questions about the book and encourage response in short phrases or full sentences.
e.g. “How did he get there? “On foot!” OR “He travelled on foot!
When reading, encourage the children to get involved and to repeat full sentences based on your teacher target above.
For extra preps, encourage to children to take turns trying to read pages to the group and to decipher the meaning of the story at the end.
4. Game: / 15 minutes
You will need: Transport Flashcards + destination flashcards + Label flashcards (for extra prep/traction)
Having read through the story, re-introduce the flashcards one by one, displaying each one on the wall as it is introduced. Encourage repetition or independent production of the word.
Play some vocabulary integration games to make it fun and enhance word retention: Click here for examples and instructions on the flashcard section of the session.
For older groups, now drill down to aim at the target language listed next to Extra Traction and, according to the level, Extra Prep. above.
Start by reviewing the vocabulary, grammar points and concepts. Stick up some scenarios e.g.
“Mary travels to school by bus.” “She travels to school by bus. Continue until you have covered all of the pronouns.
In flashcard form – get the children to repeat this.
Put them back into individual envelopes and ask the children to create their own scenario. E.g. Ben travels to school by plane! He travels by plane.
Encourage a volunteer or give all of the children in turn (if the group is small), take(s) a turns.
Now, with lots of travel scenarios on the wall. The children have to say the correct sentence for each one. After, try covering the display to see whether they can remember which transport/pronouns and destination is where - another opportunity to repeat the sentences.
For extra traction you can ask the children to try different tenses! Yesterday, now, tomorrow etc. He/she travelled, is travelling, will travel by ___.
5. Song / 10 minutes (recommended for younger groups)
Recommended for groups under 8 years. Older groups can move straight onto the individual activity time.
6. Individual activity/ 10 - 20 minutes
You will need: handout and markers and/or pencils
7. Recap / 5 minutes
You will need: Flashcards for your target language.
8. Goodbye Song / 5 minutes (recommended for younger groups)