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IV TERM
Short term lesson plan
”Travel and tourism”.
| Unit of a long term plan Unit 8Travel and tourism Lesson plan 79 | School: | ||||||||||||||||||||||||||||||||
| Date: | Teacher’s name: | ||||||||||||||||||||||||||||||||
| Class: 9 | Number present: | Number absent: | |||||||||||||||||||||||||||||||
| Lesson title | Travel: nouns.Talking about holiday plan. p.p.92 - 93 Talking about holiday plan. p.p.92 - 93 | ||||||||||||||||||||||||||||||||
| Learning objectives(s) that this lesson is contributing to | 9.C4 evaluate and respond constructively to feedback from others 9.W1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics 9.W3 write with grammatical accuracy on a range of familiar general and curricular topics | ||||||||||||||||||||||||||||||||
| Lesson objectives | All learners will be able to:
Some learners will be able to: identify most specific information in texts and research and write short organised text using a range of their own words using key phrases, make a short presentation on the topic. | ||||||||||||||||||||||||||||||||
| Planned timings | Teacher activities | Sts activities | Ass-t | Resources | |||||||||||||||||||||||||||||
| Beginning of the lesson 7 min. | The lesson greeting. Look at the smart board. You can see a picture that reflects the topic we're going to discuss. What do you think will be the theme of our lesson? Formulating the aim using Bloom taxonomy. Recall, describe, compare, discuss. The lesson greeting.  Warm up. To stimulate interest in the topic, watching video with a song ” Our Last summer”. Refer Ss a video; ask them to tell you what they know about the city in the song and its sights. Why do a lot of people dream of going to this place? Elicit answers and ask Ss to tell you what information they would like to know about the city.
Ss put the sights in order of great importance?  | Greeting watching video with a song | Formative ass-t | Pictures PPT Student Book p.92 - p.93 Writing Worksheet Video about a city Pictures http://www.youtube.com/watch?v=KoyNlV... songs-to-study-english-2-short | | ||||||||||||||||||||||||||||
| Main Activities 15 min. 12 min | Main part Ex.1 p.92 First of all, I want to make sure you don't forget the words connected to our topic "Travel". Let's brainstorm key words and phrases and organize them into the following categories:
Add some words from the tables of Ex.1. Give definitions to the words. (Do it in pairs).Fill in the table:
Work in pairs. Interview your partner to get some information about his memorable holiday or a dream holiday. Use the following questions and make notes of his/her answers. A memorable holiday.
A dream holiday.
Do the quiz” My dream holiday”. Ex.3 p.92 –p.93. The Introduction of: be going to. I’m going to visit Egypt this year. We use be going to when we speak about intentions and plans. Ex.6 p.93. Listening comprehension task. Ex.7 -9 p.93. Where are you going this summer? Student’s own answers. Extra activity. Picture description. To sum up everything we've said about holidays let's do cinquains. Do you remember what is it? It's a kind of poem consisting of 5 lines: a general word 2 adjectives on the topic 3 verbs The main idea of your poem (it must consist of 4 words) A synonym of the general word. Holidays Great, funny Swam, sunbathed, went hiking Had a good time Vacation | Complete the table Fill in the table Pair work Listening task Do cinquains | 10 | Student Book p.92 Pictures PPT Teacher's Book p.114 A Table Writing Worksheet A Table Pictures PPT Student Book p.93 C.D. 3.11 Pictures | |||||||||||||||||||||||||||||
| Ending the lesson 6 min. | Giving the home task. W.B. p.62 Our lesson is over. I'd like you to express your attitude to the lesson and give your self-assessment. Use the following statements to help you evaluate your learning: The most difficult part of today's lesson was ... With the information that I learnt today, I will be able to ... Today, I was able to make progress because ... After today's lesson, I can now explain ... I was surprised to learn that ... The part of the lesson I found the easiest to understand was ... I am proud of myself today because ... I think it is important to remember what I learnt today because ... I feel that the most important thing I learnt today was ...   | Sts reflect the lesson | oral | | |||||||||||||||||||||||||||||
Listening” Our Last Summer”
I can still recall our last
I still
it all Walks along the Seine, laughing in the
Our last summer
Memories that remain
We made our way along the
And we sat down in the grass
By the Eiffel
I was so happy we had met
It was the age of no regret
Oh
Those crazy years, that was the time
Of the flower-power
But underneath we had a fear of flying
Of getting old, a fear of slowly
We took the chance
Like we were
our last dance I can still recall our last
I still see it all
In the tourist jam, round the Notre Dame
Our last summer
Walking hand in hand
Paris restaurants
Our last summer
Morning croissants
Living for the
, worries far away Our last summer
We would laugh and play
And now you're working in a
The
, a And your name is
How dull it seems
Yet you're the
of my dreams? ANSWER
I can still recall our last summer
I still see it all
Walks along the Seine, laughing in the rain
Our last summer
Memories that remain
We made our way along the river
And we sat down in the grass
By the Eiffel tower
I was so happy we had met
It was the age of no regret
Oh yes
Those crazy years, that was the time
Of the flower-power
But underneath we had a fear of flying
Of getting old, a fear of slowly dying
We took the chance
Like we were dancing our last dance
I can still recall our last summer
I still see it all
In the tourist jam, round the Notre Dame
Our last summer
Walking hand in hand
Paris restaurants
Our last summer
Morning croissants
Living for the day, worries far away
Our last summer
We would laugh and play
And now you're working in a bank
The family man, a football fan
And your name is Harry
How dull it seems
Yet you're the hero of my dreams?
Short term lesson plan
| Unit of a long term plan Lesson_plan_80__School'>Unit 8Travel and tourism Lesson plan 80 | School: | |||||||||||
| Date: | Teacher’s name: | |||||||||||
| Class: 9 | Number present: | Number absent: | ||||||||||
| Lesson title | Holiday advice Talking about travelling. p.94 | |||||||||||
| Learning objectives(s) that this lesson is contributing to | 9.C2 use speaking and listening skills to provide sensitive feedback to peers 9.S2 ask complex questions to get information about a wide range of general and curricular topics 9.R8 use a wide range of familiar and unfamiliar paper and digital reference resources to 9.W1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics | |||||||||||
| Lesson objectives | All learners will be able to:
Some learners will be able to: *Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
*Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
| |||||||||||
| Planned timings | Teacher activities | Sts activities | Ass-t | Resources | ||||||||
| Beginning of the lesson 7 min. | The lesson greeting. Look at the board. I'd like to start our lesson with proverb "I get more tired by travelling than anything". What do you think these words mean? What did the author want to say by it? What do you think will be the theme of our lesson? Formulating the aim using Bloom taxonomy. Identify, recommend. Watching the pictures, the learners are asked to predict the topic of the lesson.   Warm up.Free talk about visiting the cities. | Learners respond to greeting of the teacher Talking about cities | Formative ass-t | Pictures Student Book p.94 Writing Worksheet | ||||||||
| Main Activities 15 min. 12 min | Main part What do you usually take with you when you go on holiday? In pairs, write a list of things to take and be ready to explain why? Look at the title and headings in the text. What advice or tips would you give people? Ex.1 – 2.  VOCABULARY WORK. Differentiation Read the words with the class which are usually confused. In a weaker class, give brief definitions with the examples; in a stronger group ask to write sentences with the words.  Have a good trip! Air travel is less dangerous. My voyage on that ship was wonderful! Give synonyms to these words. Ex. 3 – 4 p.94. Creative ex. 5. Speak about tips for travelling. We hope this list of our best travel tips will inspire and help you to travel and travel more often!
| Students do the task in pairs Speak about travelling | Formative ass-t | Student Book p.94 Writing Worksheet CD. 3.12. Writing Worksheet CD. 2.36. Pictures Mind-map Student Book p.94 Writing Worksheet Teacher's Book p. 116. | ||||||||
| Ending the lesson 6 min. | Giving the home task. Ex.5p.94 (w), My trip (composition) Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:
Yellow: What did you like about today's lesson? "Six thinking hats"  | Sts reflect the lesson | oral | | ||||||||
Student Self-Assessment Checklist Student
Name: ________________________
Date: ______________________ Think about how well you are working in your group.
Place a check mark beside the skills you demonstrate in your role.
I listen attentively to others.
I express my thinking clearly and concisely.
I take turns. I encourage participation of all group members.
I show respect for alternative points of view.
I disagree agreeably.
I synthesize information from others.
I analyze ideas of others.
I remember significant information.
I identify issues. I make connections to prior knowledge and experiences.
Appendix1
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
-
Completed the individual role-card. -
Used extracts from the text to support his/her ideas. -
Asked open-ended questions. -
Listened while others talked. -
Encouraged peers to share their ideas. -
Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
-
Didn't complete the individual role-card. -
Didn't appear to be listening or interrupted when others were speaking. -
Did not use text to support his/her opinions.
Do you know any proverbs about travelling?
"The world is a book and those who do not travel read only a page.”
"The more you travel the more you see, the more you see the more you know."
"You travel East, you travel West, but remember your Home is best".)
Short term lesson plan
| Unit of a long term plan Unit 8 Travel and tourism Lesson plan 81 | School: | |||||||||
| Date: | Teacher’s name: | |||||||||
| Class: 9 | Number present: | Number absent: | ||||||||
| Lesson title | Language Focus: Will / to be going to.p.95 | |||||||||
| Learning objectives(s) that this lesson is contributing to | 9.C5 use feedback to set personal learning objectives 9.L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.S4 respond with flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 9.R7 recognise typical features at word, sentence and text level in a wide range of written genres, including some which focus on unfamiliar topics 9.W3 write with grammatical accuracy on a range of familiar general and curricular topics | |||||||||
| Lesson objectives | All learners will be able to:
Some learners will be able to: *Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. *Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
| |||||||||
| Planned timings | Teacher activities | Sts activities | Ass-t | Resources | | |||||
| Beginning of the lesson 6 min. | The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. Watching the pictures, the learners are asked to predict the topic of the lesson.  To be going to/ will Warm up.Free talk about a difference between to be going to and will. The Sts. need to find out if there is a plan or intention or unexpected decision. Why shouldn’t you play your mp3 player? – You will annoy travel companions. It is raining. You are going to get wet. | Learners respond to greeting of the teacher | Formative ass-t | useful phrases. Student Book p.95 | ||||||
| Main Activities 15 min. 13 min | Main part Complete the sentences. Ex.1 p.95. The Rule about will/ to be going to.(Pair work). Ex.2- 3 p.95. Do these exercises in pairs. Students study a short a dialogue and answer some questions. After this, students give answers to a number of questions which elicit either 'will' or 'going to'. Finally, students get together for some small talk to practice. Dialogue Exercise 1: The Party Martha: What horrible weather today. I'd love to go out, but I think it will just continue raining. Jane: Oh, I don't know. Perhaps the sun will come out later this afternoon. Martha: I hope you're right. Listen, I'm going to have a party this Saturday. Would you like to come? Jane: Oh, I'd love to come. Thank you for inviting me. Who's going to come to the party? Martha: Well, a number of people haven't told me yet. But, Peter and Mark are going to help out with the cooking! Jane: Hey, I'll help, too! Martha: Would you? That would be great! Jane: I'll make lasagna! Martha: That sounds delicious! I know my Italian cousins are going to be there. I'm sure they'll love it. Jane: Italians? Maybe I'll bake a cake... Martha: No, no. They're not like that. They'll love it. Jane: Well, if you say so... Is there going be a theme for the party? Martha: No, I don't think so. Just a chance to get together and have fun. Jane: I'm sure it'll be lots of fun. Martha: But I'm going to hire a clown! Jane: A clown! You're kidding me. Martha: No, no. As I child, I always wanted a clown. Now, I'm going to have a clown at my own party. Jane: I'm sure everyone will have a good laugh. Martha: That's the plan! Follow-Up Questions:
LEXICAL TASK: think about an ideal place to live and make up sentences using will / to be going to. Ex.5: In my ideal place we are not going to have factories. We’ll make our life interesting. DESCRIPTION OF THE IDEAL PLACE. Use active words and phrases. Make posters in groups of 3. | Complete and do the exercises Writing Worksheet Answer the questions Make a poster | Formative ass-t | Student Book p.95 Writing Worksheet Pictures Writing Worksheet | ||||||
| Ending the lesson 6 min. | Giving the home task. W.B. p.63 Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:
Yellow: What did you like about today's lesson? "Six thinking hats"  | Sts reflect the lesson | oral | | ||||||
Teaching the future in English is relatively simple in the beginning. Students understand the future with 'will' and learn the form quickly. However, the problems begin when discussing the future with 'going to'. The key issue is that the future with 'going to' is logically a better fit when speaking about the future. The future with 'going to' tells us about our plans, whereas the future with 'will' is mainly used to discuss reactions that occur at the moment of speaking and speculation about the future. Of course, there are other uses, but this main issue leads to a lot of confusion among students.
Short term lesson plan
| Unit of a long term plan Unit 8 Travel and tourism Lesson plan 82 | School: | |||||||||
| Date: | Teacher’s name: | |||||||||
| Class: 9 | Number present: | Number absent: | ||||||||
| Lesson title | Travel: verbs | |||||||||
| Learning objectives(s) that this lesson is contributing to | 9.C6 organise and present information clearly to others 9.L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.W3 write with support factual descriptions at text level which describe people, places and objects 9.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | |||||||||
| Lesson objectives | All learners will be able to:
Most learners will be able to:
Some learners will be able to: *Respond to and discuss the reading passageusing interpretive, evaluative and creative thinking skills and compare facts with Kazakhstan.
*Apply topic related vocabulary in speech with grammar accuracies. | |||||||||
| Planned timings | Teacher activities | Sts activities | Ass-t | Resources | ||||||
| Beginning of the lesson 8 min. | 1.Leading-in stage (W) Teacher greets students and asks question: How are you today?  2.Interactive Starter (W) Teacher shows the pictures of the spaceships and students should guess the topic of the lesson.   MOON - Planet 3.Teacher tells the students the objectives of the lesson - Ask and answer personal questions with some support - Use some topic vocabulary to create 5-6 sentences - Explain the importance of going to other planets and to the Moon. Warm-up “A Five Minute Activity” (I). Free talk about the planet we live and travelling to the planets... Give only adjectives and its synonyms and opposites. fashionable historical high low old modern busy noisy quiet peaceful crowded deserted wide narrow polluted clean dirty fancy shabby safe unsafe scary dangerous industrial interesting uninteresting cosmopolitan tasty delicious special cheap expensive lively sunny cloudy romantic populous impressive dynamic amazing awesome hectic outstanding bustling spicy exotic cold pleasant unpleasant luxurious derelict traditional friendly unfriendly growing rude arrogant dry busy old-fashioned heavy typical tolerant easy-going stressful rainy unusual   | Learners respond to greeting of the teacher Answer the questions Talking about the planet | Formative ass-t | Board, lesson objectives Pictures Writing Worksheet Video file | ||||||
| Main Main Activities 14 min. 12 min | Main part LEXICAL TASK: Ex.1 p.96. Answers: 1.fasten; 2. Set off; 3.Stop off; 4. Board; 5.turn back; 6. Come across; 7. Book; 8. Check in. Listening and Reading tasks: Task 1(W) Listening and Speaking tasks. Task 2. Listen to another announcement” The tourist special to Jupiter” and compare with the first one. Ex.3 - 4 p.96.  Task2 (G) After these exercises, students brainstorm what sightsthey can see on the Moon. Students must use appropriate adjectives writing the announcement for a sightseeing trip to the moon. Each group writes their ideas on the board, the group with the most ideas wins. Activate: Ex.5 p.96 | Sts do the exercises The Sts. listen and answer the questions. | Formative ass-t | Student Book p.96 CD. 3.13 CD. 3.14 Teacher's Book p.118 Pictures PPT Student Book p.96 | ||||||
| Ending the lesson 6 min. | Giving the home task. W.B. p.64 Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:
Yellow: What did you like about today's lesson? "Six thinking hats" | Sts reflect the lesson | oral | | ||||||
Short term lesson plan
| Unit of a long term plan Unit 8Travel and tourism Lesson plan 83 | School: | |||||||
| Date: | Teacher’s name: | |||||||
| Class: 9 | Number present: | Number absent: | ||||||
| Lesson title | Present Simple and Continuous for future | |||||||
| Learning objectives(s) that this lesson is contributing to | 9.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics general and curricular topics 9.W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics 9.UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics | |||||||
| Lesson objectives | All learners will be able to:
Some learners will be able to: *Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
| |||||||
| Planned timings | Teacher activities | Sts activities | Ass-t | Resources | ||||
| Beginning of the lesson 7 min. | The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. Watching the pictures, the learners are asked to predict the topic of the lesson.  Warm up. How can people travel and what will be people’s destination in 50 years? | Learners respond to greeting of the teacher | Formative ass-t | useful phrases Pictures Student Book p.97 | ||||
| Main Activities 15 min. 12 min | Main part Listen to the recording on travel arrangements and read along with the conversation. Review the key vocabulary and underline sentences with future meaning. Choose the right answers. What is the man's destination? 1. a) Salt Lake City, USA b) Helsinki, Finland c) New York City 2. When is the man's departure date? a) the twenty-second b) the twenty-fourth c) the twenty-third 3. What is the flight number for the second party of his trip? a) 1070 b) 555 c) 90 4. How long is the man's layover between flights? a) less than an hour b) less than two hours c) less than three hours 4. The man asks for ________. a) early check in b) an aisle seat c) a special meal The Consolidation of Grammar: Present Simple and continuous for future. In groups, make a cluster of this rule and give the examples of using future actions. Ex.1. p.97. Say some words about this rule: Do Kazakh and Russian languages have the rule of expressing future action? Task 2 (I) Students complete the sentences using a rule listening the dialogue.Ex.2 – 3. Feedback: Students express their opinions about the arrangements beforehand. Ex.2 p.97. Differentiation Allow less confident learners to give different levels of response (differentiation by outcome)or Some learners ask and answer a fewer number of questions (differentiation by task). Task 3 (W). Complete the dialogues and make your own about planning a weekend trip to a city. Ex.4 - 5 p.97. Creative Exercises: Ex. 6 p.97. | Learners listen to the recording and answer the questions Group work Complete the sentences | Formative ass-t | Writing Worksheet Travel Arrangements | Randall's ESL Cyber Listening Lab https://www.esl-lab.com/difficult/travel-arrangements/ Pictures PPT Student Book p.97 CD. 3.15. CD. 3.16. | ||||
| Ending the lesson 6 min. | Giving the home task. W.B. p.65. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:
Yellow: What did you like about today's lesson? Slide (Homework) Slide "Six thinking hats" | Sts reflect the lesson | oral | | ||||