Holidays and Travel — Lesson Plan, English, Grade 7
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Lesson plan
| Section |
Travel and Holidays
|
| Lesson title |
Holidays and Travel
|
| Class |
7
|
| Lesson objectives according to program |
7.2.3.1 understand some part of aan argument in an extended conversation in a general and learning-restricted enhvironment with little help
7.3.2.1 ask difficult questions for information within a number of general and educational topics
|
| Lesson objectives |
Students will know vocabulary related to holidays, travel, and travel planning.
Students will know how to identify a speaker’s reasons and opinions in a conversation about travel.
Students will know how to form challenging questions to obtain specific information about holiday plans.
|
| Values |
Respectful communication: students listen to different travel preferences and respond politely.
Curiosity and openness: students ask thoughtful questions to learn about places and experiences.
|
Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Organisational moment 2 min |
Organisational moment:
Greet students, check attendance, and prepare them for the lesson.
Introduce the topic, “Holidays and Travel,” and state the lesson objectives.
|
Students greet the teacher, prepare their materials, and listen to the objectives. | Materials ready and participation in the opening routine — 1 point. Stage maximum — 1 point. | board, notebooks |
| Topic Introduction 5 min |
Problem statement:
Display a travel image and ask: “What makes a holiday memorable?”.
Ask: “How can we find out whether a destination is right for us?” Invite students to connect the questions to listening and asking for information.
|
Students examine the image and suggest factors that make a holiday memorable. Students answer that questions and careful listening help people make informed travel choices. | Names one relevant holiday factor — 1 point. Gives one relevant way to find information — 1 point. Stage maximum — 2 points. | travel photographs, board |
| New Material Explanation 8 min |
New material explanation:
Present key travel vocabulary: destination, accommodation, sightseeing, transport, itinerary, and budget.
Explain that an argument includes a viewpoint supported by reasons; model identifying a speaker’s opinion and supporting reason in a short travel statement.
Review question forms for requesting details, including “Which…?”, “How much…?”, “Why…?”, and “What would you recommend…?”.
|
Students record the vocabulary and identify the viewpoint and reason in the teacher’s example. Students practise forming questions using the model question words. | Identifies one viewpoint and one supporting reason — 1 point each. Forms two accurate information questions — 1 point each. Stage maximum — 4 points. | board, vocabulary cards, notebooks |
| Travel Presentation 7 min |
Questions to the class:
Show the presentation comparing two holiday destinations, including transport, accommodation, activities, and costs.
Ask students to note each destination’s advantages and disadvantages and listen for reasons supporting the speakers’ opinions.
Ask: “Which destination does each speaker prefer, and what reasons do they give?”.
Answers:
Students should identify the preferred destination and cite a reason stated by each speaker; accept answers supported by details from the presentation.
Slide 1 — Holidays and Travel
Slide 2 — Two friends are choosing between a city break and a beach holiday. Both sound appealing,…
Slide 3 — By the end of this lesson you will be able to…
Slide 4 — Travel planning words
Slide 5 — Comparing two trips
Slide 6 — Which matters more when choosing a holiday—keeping costs low or having activities you enj…
Slide 7 — Reasons and preferences
Slide 8 — Ask for specifics
Slide 9 — What guides a choice
Slide 10 — Recall and apply
|
Students view the presentation, record comparison details, and identify speakers’ preferences and supporting reasons. Students share answers using evidence from what they heard. | Records one accurate detail for each destination — 1 point each. Identifies one speaker’s preference and supporting reason — 1 point each. Stage maximum — 4 points. | |
| Travel Question Game 6 min |
Instructions:
Organise a travel-information game in pairs. One student takes the role of a travel adviser and the other a traveller choosing a holiday.
Give each pair destination cards with details about cost, transport, accommodation, and activities.
Direct travellers to ask challenging questions and advisers to answer using the card information; then have students switch roles.
|
Students play the paired role game, ask and answer questions about travel details, and switch roles. Students use the information cards to support their answers. | Asks two relevant, clear questions — 1 point each. Gives two accurate answers using card details — 1 point each. Stage maximum — 4 points. | |
| Listening and Speaking Practice 5 min |
Questions to the class:
Ask: “What is the speaker’s main preference?”.
Ask: “Which reason supports that preference?”.
Ask: “What follow-up question could help you compare the options?”.
Answers:
Accept a preference accurately identified from the class listening example.
Accept a supporting reason stated by the speaker.
Accept a relevant question seeking further travel information.
|
Students listen to the teacher’s short travel opinion, identify its preference and supporting reason, and propose a relevant follow-up question. | Identifies the preference — 1 point. Identifies a supporting reason — 1 point. Forms a relevant follow-up question — 1 point. Stage maximum — 3 points. | teacher-read travel dialogue, notebooks |
| Independent Travel Task 5 min |
Instructions:
Assign students to write a short travel enquiry to a travel adviser about a chosen holiday destination.
Require at least three questions covering travel, accommodation, activities, or cost, and one sentence explaining what information matters most to them.
|
Students complete the written travel enquiry with at least three information questions and a sentence explaining their priority. | Writes three relevant, grammatically understandable questions — 1 point each. States one clear travel priority — 1 point. Stage maximum — 4 points. | |
| Knowledge Check Quiz 4 min |
Instructions:
Give a short quiz asking students to identify a viewpoint and its supporting reason in a travel statement and to write one question requesting travel information.
Review the answers briefly after students finish.
|
Students complete the quiz independently and check the answers during the brief review. | Identifies the viewpoint — 1 point. Identifies a supporting reason — 1 point. Writes one relevant information question — 1 point. Stage maximum — 3 points. | |
| Reflection 3 min |
Runs the "Reflection" reflection. End the lesson with quick student feedback — emoji vote and share the results.
|
Students complete the "Reflection" reflection and assess their understanding of the topic. | Names one relevant travel question — 1 point. Identifies one listening skill or strategy — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Keep bags and chairs clear of walkways during pair activities. Handle printed cards and classroom equipment carefully, and use respectful language during discussions. |
Material details
- Material type
- Lesson Plan
- Subject
- English
- Grade
- Grade 7
- Language
- English
- Education direction
- Humanitarian
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