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Gateway Level A2 Lesson Plan

This lesson plan for Gateway 2nd edition, Level A2, focuses on teaching vocabulary related to tourist information in an online setting. It includes a structured procedure with stages for warm-up, listening exercises, and speaking activities, designed to engage students through discussions and collaborative tasks. Additional tips for asynchronous lessons and homework assignments are also provided to enhance learning outcomes.

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nabilahfildza27
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6 views

Gateway Level A2 Lesson Plan

This lesson plan for Gateway 2nd edition, Level A2, focuses on teaching vocabulary related to tourist information in an online setting. It includes a structured procedure with stages for warm-up, listening exercises, and speaking activities, designed to engage students through discussions and collaborative tasks. Additional tips for asynchronous lessons and homework assignments are also provided to enhance learning outcomes.

Uploaded by

nabilahfildza27
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Take your teaching online

lesson plan

Gateway 2nd edition, Level A2, Unit 4: Tourist


Information

Lesson: Vocabulary

This lesson plan, based on pp. 70–71 of the Teacher’s Book, gives you tips on how to teach the
lesson in an online/distance learning situation.

It is designed for live online lessons in a virtual classroom environment or with a video conferencing
tool like Skype or Zoom.

Length: 45–60 minutes Materials:

Learning outcomes: • Student’s Book, p. 52


• Teacher’s Book, pp. 70–71
• Students reflect on and discuss • Unit 4 audio (tracks 40 and 42)
their own thinking styles and
preferences. Some resources above can be
• Students read a text about geniuses downloaded here
and learn about distinguishing
between fact and opinion.
• Students write a short text about
someone they admire.

For further preparation, you could watch these teacher development


webinar from the Macmillan ‘Teach from Home’ webinar series
https://www.macmillanenglish.com/us/training-events/webinar-archive.
Procedure:
Before the lesson:
Open the online lesson room or software a few minutes early to make sure your camera and
microphone are working correctly, and have the materials open in other windows (for screen
sharing) during your lesson.

Follow the teacher’s notes on pp. 70–71 in the Teacher’s Book. In addition, see the notes below for
how to adapt your lesson for online teaching.

If time is limited in the live lesson, you can set exercise 1a and exercise 2a as work to be completed
before the lesson.

Stage 1

Lesson warm- As a group, discuss what students think the unit will be about, based on the title:
up and topic ‘Tourist Information’.
introduction Ask the students to brainstorm possible tourist attractions. You could use the chat
box function for this. Alternatively, you can use breakout rooms and ask the students
to work in pairs or small groups to see how many attractions they can list within a set
time limit.

Stage 2

Tourist attractions Ask students to refer to the four tourist attractions on p. 52. Also display the photos on
in different your screen. Ask the students to identify/guess the countries. Students can type the
letter and country in the chat box.
countries
Do listening 1b (track 40). As you play the audio, mute the students’ microphones.

Stage 3

Listening If possible, put the students in breakout rooms for exercise 2a. Give them a few
(exercises 2a and minutes to come up with some cities or attractions for as many countries as they can.
If you don’t have breakout rooms, you can ask students to do this individually.
2b)
Do 2b as a whole group. Start by naming a city or attraction and ask the students
to type the name of the country in the chat box. You can then ask for volunteers to
name a city or attraction. Ask the students to raise their hand or use the ‘raised hand’
function of the system. Unmute that student and invite the other students to type their
answers in the chat box.

Stage 4

Countries and Students can match the nationalities to the countries individually. Play the audio so
nationalities they can check, remembering to mute all as the audio plays.

Extra activity:

Get volunteers to name a famous sportsperson (unmute the microphones of


these volunteers). Other students type the nationality in the chat box. Alternatively,
a volunteer can name another student to guess the nationality. (Only do this if you
think students will be comfortable.)
Stage 5

Words connected Ask students to do the matching exercise (exercise 4) individually.


with tourism Play the audio for exercise 5 (track 42). Pause the recording after each dialogue and
(exercises 4 and 5) ask them to write the answer in the chat box.

Stage 6

Speaking Model question 1 with a confident student to make sure everyone understands the
(exercise 6) exercise.

If you have access to breakout rooms, you can put the students into pairs or small
groups to do exercise 6. Remind the students that each person should have a go at
asking and answering the questions.

Bring the class back together as a group. You can review as a group. Ask them, for
example, ‘Who usually takes a guidebook? Who likes sightseeing?’

Extra Activity

Ask students to think of synonyms for the word journey, for example trip, voyage,
travels, and to decide if they are synonyms or partial synonyms and what the
difference is. (A full explanation in the Teacher’s Book, p. 71.)

Homework

Assign students p. 38 in their Workbook or the relevant sections of the Online


Workbook.

For asynchronous lessons with self-study tasks set by the teacher:


If you do not have access to a live lesson platform, here are a few tips for managing the lesson
asynchronously:

• Clarify the objective of the lesson.

• If you can, upload your introduction to the topic as a video. This will promote greater
levels of engagement at the beginning of the lesson. If you are able to upload a video, you
should also add instructions for all stages of the lesson.

• If possible, use a separate comment/discussion thread for each of the lesson sub-stages.

• Students can post answers to questions in online discussions.

• If students are able to post their homework ideas to an online chat with the Learning
Management System, ask each student to comment on a least two other contributions.

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