“TRAVEL ARRANGEMENTS” (Listening).TRAVEL ARRANGEME

Travel Agent: Freedom Travel. How may I help you?

Caller: Yes, I'd like to make a flight reservation for the twenty-third of this month.

Travel Agent: Okay. What is your destination?

Caller: Well. I'm flying to Helsinki, Finland.

Travel Agent: Okay. Let me check what flights are available?  [Okay] And when will you be returning?

Caller: Uh, well, I'd like to catch a return flight on the twenty-ninth. Oh, and I'd like the cheapest flight available.

Travel Agent: Okay. Let me see. Um, hmm . . .

Caller: Yeah?

Travel Agent: Well, the price for the flight is almost double the price you would pay if you leave the day before.

Caller: Whoo. Let's go with the cheaper flight. By the way, how much is it?

Travel Agent: It's only $980.

Caller: Alright. Well, let's go with that.

Travel Agent: Okay. That's flight 1070 from Salt Lake City to New York, Kennedy Airport, transferring to flight 90 from Kennedy to Helsinki.

Caller: And what are the departure and arrival times for each of those flights?

Travel Agent: It leaves Salt Lake City at 10:00 AM, arriving in New York at 4:35 PM, then transferring to flight 90 at 5:55 PM, and arriving in Helsinki at 8:30 AM the next day.

Caller: Alright. And, uh, I'd like to request a vegetarian meal.

Travel Agent: Sure, no problem. And could I have you name please?
Vocabulary:

• 
  destination (noun): the place a trip ends
  - We'll reach our destination by 3:00 PM.
  
• 
  available (adjective): not busy, ready for use 
  Are there any seats available on the next train?
  
• 
  catch (verb): get
  - You can catch a taxi outside of the hotel lobby.
  
• 
  go with (phrasal verb): choose something
  - I think I'll go with the budget tour to Hawaii on this trip.
  
• 
  transfer (verb): change to a different transportation line
  - You'll need to transfer to a city bus when you arrive at the train station.
  
• 
  departure (noun): the act of leaving
  - Passengers should check in two hours before their departure time.
  
• 
  vegetarian (noun): one who eats little or no meat, fish, or animal products
  - Although Charles considers himself a vegetarian, he sometimes eats chicken.
  

Short term lesson plan

Unit of a long term plan Unit 8Travel and tourism Lesson plan 84			School:
Date:			Teacher’s name:
Class: 9			Number present:		Number absent:
Lesson title			Asking for and giving information.
Learning objectives(s) that this lesson is contributing to		9.S2 ask complex questions to get information about a wide range of general and curricular topics 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics 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
Lesson objectives		All learners will be able to: *develop speaking skills through communication about a travel information; *improve reading skills through recognising typical features at word *write descriptions given facts about travelling. Most learners will be able to: *Select, compile, and synthesize information from the reading passage for an oral presentation. Some learners will be able to: *Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. *Demonstrate the ability to find correct information without any mistakes; *Apply topic related vocabulary in speech with grammar accuracies.
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.People like travelling. But how can they find out the information about the places to visit? What do people usually do? Did you travel a long way?			Learners respond to greeting of the teacher		Formative assessment			useful phrases. Pictures Student Book p.98 Writing Worksheet http://bit.ly/kidsonlinechannelsubscribe
Main Activities 15 min. 12 min	Main part Look at the photo and guess: where are the people? Ex.1 p.98.What is Mary asking? Answers: They are at the tourist office and she is asking some information. Listen to the dialogue and do ex.2. Answers: 8 pounds. Differentiation: Development of Vocabulary(I/P/G) Task 1(I) Students complete the dialogue with key phrases: Ex.3 p.98. Read them and put by memory into the dialogue. In a weaker group: find the phrases in the dialogue and complete them before listening. Grammar:will for spontaneous decisions Decision Dominoes In this engaging decisions and offers activity, students play a game of dominoes to practice spontaneous decisions and offers. In the activity, students match statements and questions to spontaneous decisions and offers with ‘will’ and vice-versa. The students are divided into groups of three and each group is given a set of dominoes. The students shuffle the dominoes and deal out six each, leaving the rest in a pile, face down. The students then turn over the top card from the pile and place it face up on the table. The first player puts a domino down either before or after the domino on the table, making sure the statement or question matches with an appropriate decision or offer. Play then passes to the next student and so on. If a player cannot put down one of their dominoes, they take a domino from the top of the pile and put it down if they can. If there are no dominoes left in the pile, play passes to the next student. The first player to get rid of all their dominoes wins the game. Offers and Promises In this making offers and promises activity, students respond to statements by making offers with 'will' and 'shall' and promises with 'will' and 'won't'. The class is divided into pairs (A and B) and each student is given a corresponding worksheet. Student A starts by reading the first statement on their worksheet to Student B. Student B looks at the words in the box on their worksheet and replies by making an offer or promise with 'I’ll...', 'I won’t...' or 'Shall I...?' If the offer or request isn't the same as what's written on Student A's worksheet, Student B must try again until they get it right. If it's the same, Student B writes the offer or request down on their worksheet. Student A then reads the next statement and so on until all the offers and requests have been made correctly. Afterwards, the students swap roles. Goodness, Cheryl, are you sick? I'll make you some chicken soup. (When you see how sick she is, you decide to make her some soup). Ex.4 -5 p.98(situations with will) Creative exercise Ex.6. make up a dialogue, changing the information in Ex.1. Speak about an advertisement: Bike hire. Optional Activity: Language Focus.			Answer the questions Complete the dialogue Speak about an advertisement		Formative assessment		Student Book p.98 CD. 3.17. Pictures PPT CD. 3.18. Making Decisions Offers Promises ESL Activities Games ... https://www.teach-this.com › Grammar Writing Worksheet Student Book p.98. Teacher's Book p.120.
Ending the lesson 6 min.	Giving the home task. Ex 6(w). p.98 St.B., W.B. p.65 (one ex.). Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”: Green: How can you use today's learning in different subjects? Red: How do you feel about your work today? White: What have you leant today? Black: What were the weaknesses of your work? Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt...) Yellow: What did you like about today's lesson? "Six thinking hats"			Sts reflect the lesson		oral

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Situations with Will









Short term lesson plan

Unit of a long term plan Unit 8Travel and tourism Lesson plan 85			School:
Date:			Teacher’s name:
Class: 9			Number present:		Number absent:
Lesson title			An email about a visit.
Learning objectives(s) that this lesson is contributing to		9.C7 develop and sustain a consistent argument when speaking or writing 9.L5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.R7 recognise typical features at word, sentence and text level in a limited range of written genres 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: *develop speaking skills through communication about the city; *write an email about a visit using the right grammar. Most learners will be able to: *select, compile, and synthesize information from the reading passage for an oral presentation. *apply, pronounce and spell most target vocabulary accurately in production tasks and integrate with some success in extended writing task Some learners will be able to: *respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills. *demonstrate the ability to find correct information without any mistakes; *apply topic related vocabulary in speech with grammar accuracies; *offer constructive peer-feedback using rubric.
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.Free talk about your city or a town. Do you like your city? Why? What's your favourite place in the town? Why? Sts. in pairs make a list of favourite places in the town.What are you going to show to your guests from other cities?			Learners respond to greeting of the teacher Sts. in pairs make a list of favourite places in the town.		Formative ass-t		useful phrases Pictures
Main Activities 15 min. 12 min	Main part. Describe Almaty and its sights. Describe Almaty and London. Group Work. London Almaty 1) 2000 years old 1) 850 2) 9 mln. people 2) 1 mln. Pre-reading stage. Predicting and guessing. What is written in the email? Predicting and guessing. Students move their eyes over the text "My Day" quickly (1 minute). Then they close the book. After that students call out words, phrases they remember from the text, note them. Students work in pairs (1 minute) discuss what the text is about or (create a text using some of the previous written words). Students express their ideas (1 minute). Ex.1 -2. While-reading stage. Make a plan of their trip to Oxford. Post-reading stage. Next, students complete peer-evaluation forms. What linkers are used in the text? Ex.1 - 3 p.99. Look at the email and fill in a table. Ex. 4. p.99 Write in pairs the plan to show Almaty to your friend. Use Writing Guide on p.99.			Describing the cities Sts do the exercises Fill the table		Formative ass-t	Student Book p.99 The song about Almaty. Pictures PPT Pictures PPT Student Book p.99 A Table Teacher’s Book p.121
Ending the lesson 6 min.	Giving the home task. W.B. p.67 Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:			Sts reflect the lesson		oral

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Tasks:

I. Complete this text, please. Open the brackets. Put the verbs into the necessary verb forms:

Dostyk Avenue is a fine street which 1 (to see) much history over the centuries. For generations Dostyk Avenue (to be) the heart of Almaty. It (to be) actually quite long and a lot of sights (to be) situated on it. People (visit) theatres, a circus, many shops. City library (to attend) by students and pupils to work there. Yearsagothisavenue (tohave) anothername.

II.Учащимся предлагается просмотреть отрывок из видеофильма
«Алматы» после просмотра учащиеся выполняют следующее задание:

1. The Central Museum, original in its architectural style was built in

1. 
   1986
   
2. 
   1994
   
3. 
   1990
   

2. Shota Valikhanov, a well-known Kazakhstan's architect ... created:

1. 
   the monument to Abai
   
2. 
   the monument of Independence
   
3. 
   the monument to Pushkin
   

3. The famous Medeo skating rink is only ... km from Almaty

1. 
   10
   
2. 
   25
   
3. 
   15
   

4.When were the biggest earthquakes in Almaty?

1. 
   1887
   
2. 
   1952
   
3. 
   1910
   

5.Name the main streets and squares of Almaty.

III. Translation Exercise. Listen to the newspaper article about Almaty and write the translation in your copy-books.

«ГородАлматы – золотая колыбель казахстанской государственности», это гнездо, из которого вылетела наша независимость, и Казахстан стал известен всему мировому сообществу. Алматы всегда был особым городом. Это о нем поют, не город, а сама мечта». Супруга Эрнеста Хэмингуэя Мэри объездила, чуть ли не весь мир, посетила огромное количество городов, но самым красивым назвала Алматы. - «Не Москва, не Ленинград?» - переспрашивал ее корреспондент «Алма-Ата» - повторила она.

Short term lesson plan

Unit of a long term plan Unit 8Travel and tourism Lesson plan 86			School: “Tortkol” general secondary school
Date:12.04.2023			Teacher’s name: Saparbay Nurullahi
Class: 9			Number present:		Number absent:
Lesson title			My Country. Travel and tourism. p.100
Learning objectives(s) that this lesson is contributing to		9.C4 evaluate and respond constructively to feedback from others 9.R7 recognise typical features at word, sentence and text level in a limited range of written genres 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics and curricular topics 9.R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some 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: *develop speaking skills through communication about the city; *improve reading skills through recognising typical features at word; *write descriptions given facts about the city or a town using the right grammar. Most learners will be able to: *select, compile, and synthesize information from the reading passage for an oral presentation. Some learners will be able to: *respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills; *demonstrate the ability to find correct information without any mistakes; *apply topic related vocabulary in speech with grammar accuracies; * make a leaflet of a city or a town.
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 Hangman T. thinks of a word from previous lesson and writes the number of letters on the board using dashes to show many letters there are. Then asks learners to suggest a letter. If it appears in the word, T. writes it in all of the correct spaces. If the letter does not appear in the word, T. writes it off to the side and begins drawing the image of a hanging man. The game is continued until the learners guess the word correctly (they win) or T. completes the picture of a hangman (T. wins). (T. can watch the video with instructions https://www.youtube.com/watch?v=ywzCUesB61s)			Greeting		Formative ass-t			Student Book p.100 Writing Worksheet Pictures useful phrases
Main Activities 15 min. 12 min	Lead-in T. shows the picture of apark (Family Park in Almaty) and learners call out any names of the parks in the city. T. asks learners about the places to visit in Kazakhstan and introduces the topic of the lesson. Main part T. shows the presentation or flashcardsof the first President's Park in Almaty and Cathedral to introduce and learners write the words on their vocabulary: Ex.1 p.100. What can you see in this park? And match the words with the definitions. Countryside Parks Trees, paths, plants, Trees, seats, paths, band stands, flower beds...... animals, grass

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Activity 1: Read and listen to the text. Ex.2

Speak about ten reasons to visit Kazakhstan.

Each group will take 2 reasons and give the commentary.

(5 groups).

Activity 2: Work with the adverbs. Ex.4 -5.Activity 3:Activity 3: make a brochure to visit a hometown.





Make an advertisement of one sight in your city.

and learners call out any names of the parks in the city. Complete the table Speak about ten reasons to visit Kazakhstan.		Formative ass-t		Student Book p.100 Pictures CD. 3.19 Student Book p.100 A brochure of Almaty Pictures
Ending the lesson 6 min.	Giving the home task. W.B. p.66 Travel and tourism(topic) Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”: Green: How can you use today's learning in different subjects? Red: How do you feel about your work today? White: What have you leant today? Black: What were the weaknesses of your work? Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt...) Yellow: What did you like about today's lesson? "Six thinking hats"			Sts reflect the lesson		oral

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Appendix 1

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.
  

Comments ___________________________________________________

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.

Short term lesson plan

Unit of a long term plan Unit 8Travel and tourism Lesson plan 87			School:
Date:			Teacher’s name:
Class: 9			Number present:		Number absent:
Lesson title			CLIL. Community service. Volunteer holidays. p.101
Learning objectives(s) that this lesson is contributing to		9.R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics 9.R6 recognise the attitude or opinion of the writer in extended texts on a wide range of familiar 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.C4 evaluate and respond constructively to feedback from others 9.C7 develop and sustain a consistent argument when speaking or writing 9.S5 keep interaction going in basic exchanges on a growing range of general and curricular topics 9.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 9.C6 organise and present information clearly to others
Lesson objectives		All learners will be able to: Identify the theme, new grammar material, active vocabulary and use them as the basis for discussion. Transfer information from the reading passage about a rule into a graphic organizer. Offer constructive peer-feedback using rubric. Most learners will be able to: Select, compile, and synthesize informationfor an oral presentation. Some learners will be able to: Respond to and discuss the topic using interpretive, evaluative and creative thinking skills and right forms of the Grammar Tenses describing pictures.
Planned timings	Teacher activities			Sts activities		Ass-t	Resources
Beginning of the lesson 7 min.	The lesson greeting. Warm-up Teacher suggests singing a fun song for the start of the lesson.(" Stevie Wonder I Just Called To Say I Love You"). * Learners are informed about the lesson objectives. The teacher asks the students to give the definitions to the words: Volunteer/ community service/ gap year/ volunteer tourism/ short – term volunteer holidays.			Sts warm/greet the teacher		Formative ass-t	Pictures Stevie Wonder - I Just Called To Say I Love You ... - AZ Lyrics https://www.azlyrics.com › S › Stevie Wonder Lyrics
Main Activities 15 min. 12 min	Main part Do you go on holidays with your family? What are advantages and disadvantages of tourism? advantages of tourism disadvantages of tourism

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