…is going to travel this summer"Are you going to travel this summer?"
Name: ____________
Teacher Lesson Plan · CEFR A2 · Unit 4
Travel & Tourism
A complete two-session A2 lesson built around be going to for future plans and would like to — so students can plan a trip in English, with audio scripts, games, and answer keys.
Lesson Objectives
Can-Do Statements
By the end of this lesson, students will be able to:
- Talk about future travel plans using be going to (I'm going to visit Italy).
- Express wishes politely with would like to + infinitive (I'd like to see the sea).
- Describe a destination using there is / there are (There's a beach; there are mountains).
- Ask and answer travel questions: "Where are you going to go?", "How are you going to get there?", "How long are you going to stay?"
- Understand the key details in a short travel text and a planning dialogue.
- Plan and write a short description of a dream trip.
Target Language
Vocabulary & Phrases
Vocabulary — Travel
Transport, Places & Activities
- by plane / train / bus / car / ferry · take a taxi
- airport · station · ticket · passport · luggage
- beach · mountains · city · countryside · island
- hotel · hostel · book a room · check in
- go sightseeing · take photos · go on a tour
- buy souvenirs · try local food · relax
Useful Phrases
Planning a Trip
- I'm going to visit… / We're going to stay in…
- I'd like to see… / I'd love to try…
- How are you going to get there?
- How long are you going to stay?
- There's a… / There are…
- I can't wait! / It's going to be amazing.
Grammar Focus
The Engine of the Lesson
The future grammar A2 students need to plan a trip.
1. be going to — Future Plans
We use am / is / are + going to + base verb for plans and intentions we have already decided.
I am going to visit Italy. · She is going to fly to Rome. · They are going to stay for a week.
Questions & negatives:
| question | Are you going to travel this summer? — Yes, I am. |
| negative | I 'm not going to drive. It's too far. |
| wh- question | Where are you going to stay? |
2. would like to + Infinitive — Polite Wishes
Use would like to + base verb (the infinitive) for wishes and hopes. The short form is 'd like to.
I 'd like to see the Colosseum. · We would like to try local food.
Trap: would like to + infinitive — not the -ing form. (I'd like to swim, NOT "I'd like swimming".)
3. there is / there are — Describing a Place
| there is (one) | There's a beautiful beach. There's a museum. |
| there are (more) | There are mountains. There are many shops. |
Before You Start
Materials Needed
Whiteboard and markers · A world map or projected map · Flashcards or images of destinations and transport · The student workbook (digital, opens on any phone or laptop) · Audio files made from the scripts below. No printing required — the student workbook is self-grading and mobile-friendly.
Step-by-Step Procedure
Timed Lesson Stages
Each stage lists timing, teacher instructions, and the interaction pattern.
Session 1 — Vocabulary, Grammar & Speaking (45 min)
5 min
1. Warm-Up — Dream Destination
Show a world map. Ask: "Where would you like to go?" Each student points and says one place. Write a few on the board to introduce vocabulary.
Interaction: Teacher → whole class.
10 min
2. Vocabulary — Transport, Places & Activities
Present the three vocabulary groups with images. Drill pronunciation. Students sort activities by destination (beach / city / mountains).
Interaction: Teacher → class.
12 min
3. Grammar — be going to
Guided discovery: write "I go to Italy next summer." Ask if it's a plan or a habit, and elicit "I'm going to go to Italy." Build the am/is/are + going to + verb pattern, then questions and negatives. Add would like to for wishes.
- Concept check: "Is it decided? Is it the future?"
- Controlled drill: students turn prompts ("you / visit / Spain") into "Are you going to visit Spain?"
Interaction: Guided discovery → class.
13 min
4. Speaking — "Find Someone Who" Mingle
The centerpiece speaking activity. Give each student the Find Someone Who grid (in the Mingle & Games section below, also built into the student workbook with a shuffle button).
- Students mingle and ask future questions: "Are you going to…?", "Where would you like to…?"
- Rule: a full question and one follow-up before writing a name.
- Report back: "Petra is going to visit Croatia. She'd like to swim in the sea."
Interaction: Whole-class mingle → reporting back.
5 min
5. Wrap-Up
Volunteers share the most exciting plan they heard. Note any be going to errors to revisit in Session 2.
Session 2 — Reading, Listening & Writing (45 min)
5 min
1. Review Game — Travel Charades
A student mimes a travel activity (packing, taking a photo, swimming). The class guesses with a full sentence: "You're going to take a photo!" Fast recall of vocabulary and the future form.
Interaction: Whole class.
10 min
2. Reading — "Mia's Trip to Italy"
Students open the Student Workbook and read the text. They answer the comprehension and multiple-choice questions, which grade instantly.
- First read for gist: "Where is Mia going?" Then read for detail.
- Pairs underline every be going to and would like to.
Interaction: Individual → pairs.
10 min
3. Listening — Planning a Trip
Play Audio 2 (script below). Students complete the fill-in-the-blank and multiple-choice listening task in the workbook. Play twice.
Interaction: Individual → class check.
15 min
4. Writing — My Dream Trip
Students complete the workbook's grammar, word-order, and the new journey-sequencing task, then write their own plan.
Model: "Next year, I'm going to travel to Japan. I'm going to fly from Prague to Tokyo. I'd like to see the temples and try sushi. I'm going to stay in a small hotel for ten days. It's going to be amazing!"
- Target: a destination, two be going to sentences, one would like to, and how long.
- Students self-check against the writing checklist in the workbook.
Interaction: Individual.
5 min
5. Share, Score & Reflect
Students read their plan to a partner, who asks one follow-up question. Then they tap Show My Score in the workbook and show you the result on their phone.
Classroom Activities
Mingle & Game Bank
Ready-to-run speaking activities to keep all 90 minutes active and student-centered. The same mingle is built into the student workbook with a shuffle button.
"Find Someone Who…" Mingle Grid
Students walk around and ask future-plan questions to find one classmate for each square.
…would like to visit Asia"Where would you like to go?"
Name: ____________
…prefers the beach to the mountains"Beach or mountains?"
Name: ____________
…is going to fly somewhere soon"How are you going to get there?"
Name: ____________
…has been to another country"Which countries have you visited?"
Name: ____________
…would like to try a new food abroad"What food would you like to try?"
Name: ____________
…likes taking photos when traveling"Do you take a lot of photos?"
Name: ____________
…is going to stay home this year"What are you going to do this year?"
Name: ____________
…can say "hello" in three languages"How do you say hello in…?"
Name: ____________
More Activities
8 min · pairs
Travel Agent Roleplay
One student is a travel agent, the other a customer. The customer plans a trip using be going to and would like to; the agent asks questions (Where? How long? How are you going to get there?). Then they swap roles. Authentic, communicative practice of the whole target language.
8 min · whole class
Travel Bingo
Students fill a 3×3 grid with travel words. You describe a word ("You sleep here on holiday" = hotel); students cross it off. First to a line shouts "Bingo!" and must use each crossed word in a sentence. Great vocabulary recall.
7 min · groups
Plan the Perfect Weekend
In groups, students plan a weekend trip together. They must agree on a destination, transport, and two activities, all using be going to. Each group presents their plan in 30 seconds. Builds negotiation and fluency.
6 min · whole class
Where Am I Going?
A student thinks of a destination and gives three "going to" clues ("I'm going to see the Eiffel Tower…"). The class guesses the city or country. Recycles the future form and world knowledge.
Listening Resources
Audio & Transcripts
Tap a transcript to open it. Add your recording in the player, and use the same file in the student workbook's Listening task.
Audio 1A Trip to Italy (model)+
Narrator: Listen to Mia talk about her summer plans.
Mia: Next summer, I'm going to travel to Italy with my family. We're going to fly from Prague to Rome. We're going to stay in a small hotel near the city center. I'd like to see the Colosseum, and I'd love to try real Italian pizza. My brother is going to take a lot of photos. We're going to stay for one week. I can't wait — it's going to be amazing!
How to use: Play once with books closed and ask: "Where is Mia going? How?" Play again to catch every be going to and would like to. A clear, natural pace works best.
Audio 2Planning a Trip (listening task)+
Tom: Hi Sara! I heard you're going to travel this summer. Where are you going to go?
Sara: I'm going to go to Greece!
Tom: Nice! How are you going to get there?
Sara: I'm going to fly. The flight is only three hours.
Tom: Where are you going to stay?
Sara: In a small hotel near the beach. I'd like to swim every day.
Tom: How long are you going to stay?
Sara: Two weeks. I can't wait!
How to use: This is the source audio for the workbook's Listening task. The clear question-answer pattern makes the detail questions easy to score. Play for gist first ("Where is Sara going?"), then for detail.
Audio 3Pronunciation — "going to" / "gonna" (optional)+
Listen-and-repeat drill for natural connected speech. Pause after each line.
I'm going to fly. — She's going to stay. — We're going to visit.
In fast speech: "I'm gonna fly." — "We're gonna visit."
Are you going to travel? — What are you going to do?
How to use: A2 students often say each word slowly and separately. Model the natural reduction "gonna" so they can recognize it in real speech — but teach them to write the full "going to." Two minutes builds listening confidence.
Answer Keys
Workbook Answers
These match the self-grading student workbook. The workbook grades automatically; keys are here for your reference and board correction.
Reading — Comprehension ("Mia's Trip to Italy")
- Where is Mia going to travel? — Italy
- How are they going to get there? — by plane (they're going to fly)
- How long are they going to stay? — one week
Reading — Multiple Choice
- What would Mia like to see? — a) the Colosseum
- Who is going to take photos? — b) her brother
Listening — Fill in the Blank (Audio 2)
- Sara is going to go to Greece.
- She is going to fly (travel by plane).
- She is going to stay for two weeks.
Listening — Multiple Choice (Audio 2)
- Where is Sara going to stay? — b) in a hotel near the beach
- What would Sara like to do every day? — c) swim
Grammar — be going to (correct form of "be")
- I am / 'm going to visit Rome.
- She is / 's going to fly.
- They are / 're going to stay in a hotel.
- Are you going to travel this summer?
Grammar — Word Order
- I am going to visit Spain.
- She would like to see the sea.
Sequencing — Steps of a Journey
- book a ticket → pack your bag → check in → go through security → board the plane → take off
Teacher Notes
Common Student Errors
Watch for these at A2 and correct gently in the moment.
| Typical Error | Correct Form | Why & How to Fix |
|---|---|---|
| "I going to visit Rome." | "I'm going to visit Rome." | Missing the verb be. Drill am/is/are + going to. |
| "She is going to visits Rome." | "She is going to visit Rome." | Use the base verb after "going to" — no -s. |
| "I'd like to swimming." | "I'd like to swim." | would like to + infinitive, not -ing. Contrast with "I like swimming." |
| "I'm going to Italy next summer." (as a plan to do things) | "I'm going to visit Italy." | For an action, keep the main verb. "going to Italy" alone is movement, not the plan structure — clarify with context. |
| "There is many shops." | "There are many shops." | there are + plural. Drill there is / there are. |
| "How long you going to stay?" | "How long are you going to stay?" | Missing auxiliary in the question. Show the frame: Wh- + are + you + going to. |
Going Further
Extension & Homework
Extension (Fast Finishers)
In-Class Options
- Design a travel poster for a city and present it: "Come to…! There's… You can…"
- Plan a trip with a strict budget and explain your choices.
- Compare two destinations and say which you'd prefer and why.
Homework
At-Home Practice
- Write a short description of your dream trip using five travel words and three be going to sentences.
- Find a real flight online and note the price, time, and airport.
- Finish any workbook tasks and bring your score to the next class.
Assessment
How to Measure Success
Speaking: accurate be going to and would like to in the mingle and games. · Reading: correct answers in the workbook tasks. · Listening: accuracy on the Audio 2 fill-in-the-blank task. · Grammar: the be going to, word-order, and journey-sequencing exercises. · Writing: a clear trip plan with the future form and travel vocabulary. Students tap Show My Score so you can verify results instantly on their phones.
Ready to run the lesson?
Open the student workbook on any phone or laptop — no login, fully self-grading.
Open the Student WorkbookA2-Level: Unit 4—Travel and Tourism
Objective
By the end of this lesson, students will be able to:
- Discuss travel experiences and future plans.
- Use vocabulary related to modes of transportation, destinations, and travel activities.
- Comprehend simple travel brochures and travel-related stories.
- Engage in dialogues about travel arrangements and experiences.
- Plan and write about a dream vacation using descriptive language.
Lesson Duration
90 minutes (divided into two 45-minute sessions)
Materials Needed
- Whiteboard and markers
- Handouts with travel brochures, stories, and vocabulary exercises
- Audio recordings of travel-related dialogues
- Flashcards or visuals for vocabulary practice
- Writing materials for students
Session 1: Introduction and Speaking Practice (45 minutes)
Warm-Up (5 minutes)
- Begin with an open question: “What’s the best trip you’ve ever been on?”
- Ask a few students to share their memorable travel experiences, including destinations and activities.
Vocabulary Introduction (10 minutes)
- Write a list of travel-related words on the whiteboard, categorized into:
- Modes of Transportation: plane, train, car, bus, ferry, etc.
- Destinations: beach, mountains, city, countryside, etc.
- Travel Activities: sightseeing, hiking, relaxing, shopping, etc.
- Practice pronunciation and have students create example sentences using the new words.
Guided Discussion on Travel (15 minutes)
- Lead a class discussion about travel plans and dream destinations:
- “Where have you always wanted to go?”
- “What do you usually do when you travel?”
- “How do you prefer to travel (e.g., by plane, by car) and why?”
- Introduce key phrases such as:
- “I’ve always wanted to visit…”
- “I’m planning to go to…”
- “The last time I traveled, I…”
Reading Activity (10 minutes)
- Hand out short travel brochures or simple travel stories.
- Students read individually, identifying destinations, activities, and modes of transportation.
- Follow up with comprehension questions, such as:
- “Where does the brochure suggest visiting?”
- “What activities are recommended?”
Listening Exercise (5 minutes)
- Play an audio dialogue about travel arrangements or experiences.
- Students listen and note key details, such as destinations, transportation, and activities.
- Review answers as a class.
Session 2: Vocabulary, Writing, and Review (45 minutes)
- Vocabulary Review Game (10 minutes)
- Use an interactive activity such as:
- “Travel Bingo”: Students fill bingo cards with travel-related vocabulary, then cross off words as you describe them.
- “Charades”: Students act out travel activities while classmates guess.
Writing Task: Plan a Dream Vacation (20 minutes)
- Distribute a template to guide planning, including:
- Destination
- Mode of transportation
- Activities and attractions
- Accommodations
- Encourage students to be descriptive and creative. Example: “I will fly to Paris and stay in a small hotel near the Eiffel Tower. I’ll visit museums and try French pastries.”
Peer Sharing and Feedback (10 minutes)
- Students pair up to share their dream vacation plans.
- Partners provide feedback on:
- Clarity of ideas
- Use of vocabulary
- Creativity and appeal
Wrap-Up and Reflection (5 minutes)
- Reflect on the lesson by discussing new travel ideas students learned from their peers.
- Ask: “What’s one new place you’d like to visit now?”
- Quickly review key vocabulary and phrases.
Homework
- Descriptive Writing Task: Write a one-page essay about your dream vacation. Include:
- The destination
- What you will do there
- Why it’s your dream vacation
- Encourage students to use vivid, descriptive language and include at least five travel-related vocabulary words from class.
Assessment
- Monitor participation during discussions and vocabulary activities.
- Evaluate writing tasks for creativity, detail, and use of vocabulary.
- Use informal observation, peer feedback, and review of written homework to assess progress.