English Standard Four – Unit 1 – Lesson 14: Places Found at a Bus Station

Unit 1: Developing Vocabulary about Everyday Environment

Class: Standard Four   Subject: English Language   Duration: 40 minutes

Lesson focus

Lesson 14: Identifying Places Found at a Bus Station and Explaining Their Uses.

Main competence: Develop vocabulary by relating words with objects in the environment.

Specific competence: Develop vocabulary by relating words with objects in the environment.

Specific learning objective: By the end of the lesson, a pupil should be able to identify places found at a bus station and explain their uses.

Teaching and learning materials: Pictures or drawings of bus station places, word cards, chalkboard or whiteboard, chalk or markers, English dictionary and pupils’ exercise books.

Key vocabulary

• Ticket office: a place where passengers buy tickets.
• Waiting room: a place where passengers wait for their buses.
• Bus parking area: a place where buses are parked.
• Booking office: a place where passengers book bus journeys.
• Information desk: a place where passengers ask for information.
• Bus platform: a place where passengers board or get off a bus.
• Entrance: a place through which people enter the station.
• Exit: a place through which people leave the station.
• Toilet: a place provided for personal sanitation.

Lesson development

1. Introduction

Teaching activities: A teacher to ask pupils about places they have seen at a bus station and revise related vocabulary from the previous lesson.

Learning activities: Pupils to mention places found at a bus station and share their experiences.

Learning indicator: A pupil to mention at least two places found at a bus station.

2. Competence Development

Teaching activities: A teacher to display pictures or drawings of different places at a bus station, introduce their names, pronounce the words and explain what each place is used for.

Learning activities: Pupils to observe the pictures, listen, repeat the names of the places and explain their uses with the teacher’s guidance.

Learning indicator: A pupil to identify and explain the uses of places found at a bus station.

3. Design

Teaching activities: A teacher to give pupils word cards and use cards or pictures showing different places. A teacher to guide pupils to match each place with its correct use.

Learning activities: Pupils to work in pairs or groups to match the places with their uses and discuss their answers.

Learning indicator: A pupil to match places at a bus station with their correct uses.

4. Realisation

Teaching activities: A teacher to ask pupils to name different places at a bus station and explain their uses in simple sentences. A teacher to provide feedback and correct errors.

Learning activities: Pupils to identify places and explain their uses orally using simple English sentences.

Learning indicator: A pupil to correctly name places at a bus station and explain at least three of their uses.

Assessment

Ask pupils the following questions:

1. Where do passengers buy bus tickets?
2. Where do passengers wait for buses?
3. Where are buses parked at a bus station?
4. Where can passengers get information?
5. Where do passengers board a bus?

Remarks: Support for slow learners

A teacher to provide clear pictures, real-life examples and word cards. Allow slow learners to practise pronouncing and naming places first, then guide them to explain the uses using simple sentence frames such as “Passengers wait in the waiting room” and “Passengers buy tickets at the ticket office.” Give individual support and additional matching practice.