Lesson Theme: Travel
Age Group: 5–6 years old
Language Level: Beginner
Lesson Objectives:
1. Students will be able to identify and name at least four common modes of transportation
(e.g., airplane, car, train, boat) using visual prompts.
2. Students will be able to respond to the question “How do you travel?” by choosing and
saying one mode of transport.
3. Students will be able to use basic travel-related vocabulary (e.g., go, ride, fly, drive) in
simple sentences or guided phrases.
Assessment Methods:
Oral Vocabulary Check: The teacher will show flashcards or toy models and ask,
“What is this?” Students will respond with the transport name (e.g., “Train!”).
TPR Game (Total Physical Response): Students will act out different forms of transport
when the teacher calls out or shows a picture (e.g., flapping arms like wings for airplane).
This assesses listening comprehension and vocabulary recall.
Exit Ticket: Each student will draw and label their favorite mode of transport and tell the
class “I go by ___.”
Meaningful Project:
“My Travel Book” Mini Project:
Each student will create a simple four-page booklet showing different ways they can travel. Each
page includes a picture (drawn or pasted) of a transport method and a sentence (traced or
completed) like “I go by car.”
This project helps reinforce vocabulary, sentence structure, and oral presentation skills.
Students will show their learning by presenting their travel book to a partner or the class,
demonstrating they can use the words and structures taught during the lesson.
WARM-UP
Warm-Up Activity: “Guess Where We’re Going!”
Purpose
This warm-up helps children recall the prior topic (Family), introduces the new topic (Travel),
and makes a meaningful connection between the two by exploring how families travel together.
Time
10–12 minutes
Materials Needed
Printed pictures or flashcards of family members (Mom, Dad, Sister, Brother, Baby,
Grandma, Grandpa)
Printed pictures of transportation (Car, Airplane, Train, Boat, Bicycle)
PowerPoint slide (optional) with mixed images of families traveling together in different
transport types
A small suitcase or backpack with toy items inside (e.g., sunglasses, small shirt, toy car,
airplane toy)
Target Vocabulary
Family: mom, dad, sister, brother
Travel: car, train, airplane, boat, bicycle
Verbs: go, ride, fly
Instructions / Steps
1. Review (3–4 minutes)
o Show flashcards of family members and ask students:
“Who is this?” → “It’s mom!” / “It’s sister!”
Do a quick “stand up” game:
“Stand up if you have a brother!” “Clap if you live with grandma!”
→ This recalls the family topic and gets kids engaged physically.
2. Mystery Bag Game (4–5 minutes)
o Pull out one item at a time from a “travel bag” or suitcase (e.g., sunglasses,
airplane toy, map). Ask:
“Hmm… What is this?” “Where do we go with this?”
→ Let students guess. Guide them toward answers like:
“We use this when we go to the beach by car!”
“We fly on an airplane to visit grandma!”
→ Connect family (who) with travel (how/where).
3. PowerPoint Slide / Picture Talk (3–4 minutes)
o Show an image of a family traveling (e.g., at an airport, on a boat, riding bikes).
Ask students:
“What do you see?” “Who is traveling?” “How are they going?”
→ Encourage complete answers like:
“The family goes by train.” / “Mom and dad fly in the airplane.”
→ This introduces the Travel theme while reinforcing familiar people from the
Family lesson.
Why It Works
✅ Recalls family vocabulary and ideas
✅ Introduces new vocabulary through fun, visual context
✅ Connects the idea of family + travel, preparing students for new language input
Objective discussion
Objective(s) for Students:
I can name different kinds of transportation (car, airplane, train, boat).
I can say how I travel with my family.
I can use short sentences like “I go by car” or “We fly to the beach.”
📢 Step-by-Step Objective Discussion:
1. Clearly State the Objectives (Teacher Talk):
“Today, we are going to learn about travel. We will talk about how we go to different places —
by car, airplane, train, or boat. You will learn how to say these words and use them in a short
sentence!”
2. Check for Understanding (Q&A):
Ask simple questions to check if children understand:
“What do we call this?” (show a picture of a car)
“Have you been on a train?”
“Who here has flown in an airplane?”
(Encourage children to raise hands or say “yes” / “no.”)
3. Establish Specifics (Set the Expectation):
“You will learn four new words today: car, airplane, train, and boat. And we’ll make fun
sentences like ‘I go by boat!’ You’ll also draw your favorite way to travel!”
4. Discuss the Importance (Why It Matters):
“Do you know why this is important? Because when we talk to our friends or teachers, we want
to tell them how we travel — to the zoo, the beach, grandma’s house! It helps us share our fun
trips and stories!”
🌟 Wrap-Up Statement:
“So by the end of today, you will know how to talk about travel, and you’ll be able to say your
favorite way to go on a trip!”
Instruct & Model
Assignment: Instruction and Modeling – Travel Theme (Ages 5–6)
Student Name: [Your Name]
Topic: Travel
Target Age Group: 5–6 years old
Instructional Approach: Deductive (Teach → Model → Question)
Instruction and Modeling Plan
This assignment presents the instructional and modeling component of a TESOL lesson designed
for young English language learners, focusing on the theme of “Travel.” The objective is to
introduce vocabulary and basic sentence structure in a way that is memorable (sticky),
interactive, and developmentally appropriate for 5–6-year-old students.
Instructional Method
The lesson uses a deductive instructional approach, beginning with direct teaching of
vocabulary and sentence structure, followed by modeling, and then allowing for student
participation through guided questioning. This structure ensures that students receive a clear
framework before experimenting with language use.
Sticky and Memorable Instruction
To enhance memorability, the teacher uses realia, vivid visuals (e.g., flashcards or a
PowerPoint), and energetic teacher talk. The vocabulary introduced includes the words: car,
boat, airplane, and train. The teacher begins with an engaging prompt:
“Today, we are going on a pretend trip! How can we go? By car? By boat? By airplane? Let’s
find out!”
This imaginative framing captures attention and activates prior knowledge (from the "Family"
theme and students' real-life travel experiences).
Use of Teacher Talk and Conversational Style
The teacher employs simplified and expressive language, making frequent use of questions to
maintain a conversational flow:
“Look! I go by car to school. Vroom, vroom! Who goes by car?”
This communicative style encourages participation and reinforces language patterns in context.
Modeling Strategy
The teacher provides multiple models to reinforce structure. Examples include:
1. Direct modeling: “I go by airplane. Zoom!”
2. Puppet modeling: “Hello, I’m Mr. Monkey. I go by boat.”
3. Interactive video: Short animated content showing transportation methods with
matching phrases.
Before providing a full model, the teacher allows student attempts using prompts like:
[Showing picture of a train] “How do I go?”
Students reply: “You go by train!”
This gives learners a chance to infer and test their understanding before being corrected or
guided.
Conclusion
This instructional and modeling plan incorporates TESOL best practices for early learners. The
deductive structure ensures clarity, while the use of teacher talk, humor, visuals, and multiple
models ensures the lesson is sticky and engaging. By integrating student interaction before and
after modeling, the lesson fosters confidence and builds lasting language acquisition in a fun and
meaningful way.
Guided Practice
Guided Practice Activity: “Where Are We Going?” (Teacher-Led)
Objective Practiced:
Students will be able to say basic travel sentences such as “I go by car/boat/train/airplane.”
Materials:
Picture cards of different transportation (car, boat, train, airplane)
A large illustrated map with destinations (zoo, beach, mountain, grandma’s house)
Teacher-made sentence strips (e.g., “I go to the zoo by ___.”)
Time: 10–12 minutes
Activity Description:
The teacher gathers students in a circle and places the transportation cards and map in front of
them. The teacher then picks one location and models the sentence: “I go to the zoo by car.” The
teacher then asks students one by one to pick a transportation card and complete the sentence
using the map, e.g., “I go to the beach by boat.”
The teacher provides scaffolding by pointing to the images, helping with pronunciation, and
repeating sentences together. This activity helps students recall vocabulary and apply the
structure they learned in a supported setting.
Less-Guided Practice Activity: “Find a Friend Who...” (Pair Activity)
Objective Practiced:
Students will ask and answer simple questions about travel, e.g., “How do you go to school?” “I
go by bus.”
Materials:
A “Find a Friend Who...” worksheet with transport icons
Crayons or stickers
Time: 8–10 minutes
Activity Description:
Students walk around the classroom and ask their classmates, “How do you go to school?” Each
child answers using one of the target structures: “I go by car,” “I go by bike,” etc. If a classmate
gives a new answer, the student colors in or places a sticker on the matching transport icon on
the worksheet.
The teacher monitors, provides help with pronunciation, and encourages students to speak in full
sentences. This activity provides a communicative and interactive way for students to use the
language in a more independent but still supported way.
Independent activity
Independent Practice Activity: “Draw and Write – My Trip”
Objective Practiced:
Students will be able to independently produce a simple sentence using the structure: “I go by
[transportation].”
Materials:
Worksheet with the sentence starter: “I go by ______.”
Space for drawing
Crayons or colored pencils
Word bank with pictures and labels: car, boat, airplane, train, bike
Time: 8–10 minutes
Activity Description:
Each student receives a worksheet that includes a large blank space at the top and a sentence
starter at the bottom: “I go by ______.” Students are instructed to choose one method of
transportation they learned during the lesson. They draw a picture of themselves using that mode
of travel (e.g., riding a bike or flying in a plane), and then complete the sentence by writing the
correct word (e.g., “bike” or “plane”) on the line.
A word bank with labeled transport images is displayed on the board or included on the
worksheet to support spelling and vocabulary recall. The teacher reminds students to say their
sentence aloud as they write, helping them connect spoken and written language.
Purpose and Benefits:
This independent task reinforces sentence structure, vocabulary, and fine motor skills. It also
allows the teacher to assess each child’s individual understanding of the lesson content. The
drawing component keeps the activity fun and age-appropriate, while the writing sentence
demonstrates learning in a measurable way.
Assessment:
Lesson Objectives Being Assessed:
Students will be able to identify and name common modes of transportation (e.g., car,
boat, train, airplane).
Students will be able to construct and say a complete sentence using the target language
structure: “I go by ___.”
Students will demonstrate the ability to apply learned vocabulary and sentence structure
in a real-life context.
Assessment Description:
At the end of the lesson, each student will complete a mini-presentation titled “My Travel
Story.” The students will use the drawing and writing from the Independent Practice (“I go by
___.”) as visual support. Standing in front of the class (or a small group, depending on class
size), each student will:
1. Show their drawing.
2. Say their complete sentence aloud (e.g., “I go by boat.”).
3. Add one detail by answering a teacher-prompted question such as:
Assessment Criteria:
The teacher uses a simple rubric to evaluate (Excellent (3), Satisfactory (2), Needs support (1)):
Correct vocabulary usage
Accurate sentence structure
Clear oral presentation
Ability to respond to a question
Effort and creativity
Why This Assessment Works:
This task is authentic because it mirrors real-world speaking situations such as telling someone
how you travel or explaining a picture. It requires constructed responses, not recognition or
recall. Students are not just repeating—they must use the vocabulary meaningfully and respond
to questions. This encourages higher-order thinking by having them create a sentence, analyze
which vocabulary fits, and evaluate their choices in a communicative context.
