Unit 8 Travel and tourism

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

Travel: nouns.

Learning objectives

9.1.4.1 evaluate and respond constructively to feedback from others

9.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics

9.3.3.1 explain and justify their own and others’ point of view on a range of general and curricular topics

Lesson objectives

Learners will be able to:

• Learn compound nouns associated with travel.

• Complete a dream holiday quiz

. • Learn how to extend your vocabular

Value links

Hospitality: Traditionally a nomadic culture, hospitality has always been an important part of Kazakh culture.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, ask students where they usually go on holiday. Elicit some ideas.

• Write Dream holiday on the board and elicit the meaning.

• Ask: What is your dream holiday? Elicit a range of ideas from the class and write useful vocabulary on the board

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:92

• Read the instructions with the class and make sure students understand what a compound noun is (a noun which is made of two or more words or parts of words).

• Students work in pairs to make as many compound nouns as possible. Then they read the text and compare it with their lists.

• Check answers and expand the list with any more compound nouns from the text

Ex: 2 P:92

• Read the example definition, and elicit a definition of city break (a very short holiday in a city) as a further example.

• Allow students time to write their definitions individually and then put students into pairs to test each other.

• Ask some students to read their definitions to the class. In a stronger class, check understanding by asking students to put the words into sentences.

Ex: 3 P:92

• Students complete the quiz individually, put them into pairs to compare their answers.

• Ask some students to tell the class about their partner’s dream holiday.

Ex: 4 P:92

• Elicit another combination with tour, e.g. sightseeing.

• Put students into pairs to continue writing new combinations. Point out that nouns other than those seen in exercise 1 will need to be used

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students match the words in the boxes. How many compound nouns can you make? Then look at the My Dream Holiday quiz and compare the compound nouns with your list.

Answers:

guidebook, return ticket / trip / flight, day trip, suncream, diving equipment, long-haul flight, five-star hotel / accommodation, city break, mosquito net, luxury hotel / accommodation

Students write definitions for six of the compound nouns. Work in pairs and test your partner

Answers:

Students’ own answers.

Students do the My Dream Holiday quiz. Do you agree with the results? Why / Why not?

Answers:

Students’ own answers

Students add two nouns from the quiz to each list

Answers:

1 sightseeing

2 guided

3 agent

4 brochures

Descriptor:

- work in pairs

-compare the compound nouns

Total: 1 point

Descriptor:

- write definitions for six of the compound nouns

- work in pairs

Total: 1 point

Descriptor:

- do the quiz

- complete the quiz individually

Total: 1 point

Descriptor:

add two nouns from the quiz

Total: 1 point

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 8 Travel and tourism

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

To be going to

Learning objectives

9.3.4.1 respond with flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics

9.5.1.1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics

9.5.3.1 write with grammatical accuracy on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Learn the use of be going to for plans and intentions.

• Practise using be going to to talk about plans and intentions

Value links

Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, ask students where they usually go on holiday. Elicit some ideas.

• Write Dream holiday on the board and elicit the meaning.

• Ask: What is your dream holiday? Elicit a range of ideas from the class and write useful vocabulary on the board

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 5 P:93

• Ask students to read the quiz again and say if it refers to the past, present or future (the future). Ask: Does it talk about someone’s plans? (yes)

• Ask students to identify the verb forms that are used to talk about plans, and complete the sentences

Ex: 6 P:93

• In a weaker class, ask students to write their answers in pairs. In a stronger class, students write them individually.

• Tell students to use the first listening to make notes. Give them time to write sentences, then play the CD again for any answers they missed or were unsure of.

• Check answers as a class. Insist on full sentences

Ex: 7 P:93

• Students work individually to read the email and complete the sentences.

Ex: 8 P:88

• Read the example with the class. Check students know how to form the short answer.

• Students ask and answer the rest of the questions

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students complete the sentences from the quiz. Then choose two correct words to complete the rule

Answers:

1 ’m going to

3 are, going to

2 ‘m not going to

4 Are, going to a intentions and c plan

Students read Susie’s email. Then write affirmative and negative sentences using be going to

Answers:

1 He’s going to spend one week there.

2 He’s going to travel with Charlie.

3 They are going to stay in a three-star hotel.

4 He’s going to swim in the pool.

5 He’s going to try diving.

6 They’re going to travel there by coach.

travel there by coach

.

Students work in pairs. Ask and answer questions

Answers:

1 Susie isn’t going to have a skiing holiday.

2 She isn’t going to fly to Rome.

3 Her brother is going to travel with her.

4 They’re going to visit some galleries

5 They aren’t going to go to any museums.

6 Susie is going to take Mark to the

Students work in pairs. Ask and answer questions

Answers:

Students’ own answers

Descriptor:

- work in pairs

- choose two correct words to complete the rule

Total: 1 point

Descriptor:

- read Susie’s email

- write affirmative and negative sentences using be going to

Total: 1 point

Descriptor:

- work in pairs

- answer the questions

Total: 1 point

Descriptor:

- work in pairs

- Ask and answer questions

Total: 1 point

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant!

Poster

Unit 8 Travel and tourism

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

Holiday advice Talking about travelling

Learning objectives

9.2.5.1 recognize 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

9.4.8.1 use a wide range of familiar and unfamiliar paper and digital reference resources to

9.5.1.1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics

Lesson objectives

Learners will be able to:

• Read about good ideas for a holiday.

• Read for general meaning and specific information.

• Express your own opinions about holidays.

• Learn about words which are often confused.

• Practise using words which are often confused

Value links

Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, ask: What do you usually take with you when you go on holiday?

• Put students into pairs to write a list of things they take.

• Elicit ideas from the class and write them on the board

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:94

• Look at the title and the headings together. Make sure everyone understands luggage and sports gear. Explain what chat means and establish that in this instance it refers to talking to people on holiday.

• In a weaker class, prompt students by giving them some example advice and elicit whether they think it is good or not. Write on the board, e.g. Talk to everyone you meet. Use suncream.

• Share ideas as a class.

• In a stronger class, ask students to cover the text and listen to see if the same ideas are mentioned in the article

Ex: 2 P:94

• Students read the text again and answer the questions individually.

• Ask students to compare their answers in pairs before you check with the class

Ex: 3 P:94

. • Explain that there are certain words which are easily confused. Tell students to look them up in their dictionaries. Encourage students to record the words with examples of how they are used, so that they can learn them in context. In a weaker class, give brief definitions of the words: a trip involves you going to a place and back again, and it is usually short (but there are exceptions, for example we say round-the-world trip); travel is the most general word and can be used as a noun or a verb; a journey is usually oneway and is more often used when the travelling takes a long time and is difficult; a voyage is a long journey, especially by sea or in space

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students look at the title and the headings in the text. What advice would you give someone about these things? Read, listen and compare your answers with the text

Answers:

Students’ own answers.

Students read the text again and choose the correct answers

Answers:

1 c

2 b

3 b

4 a

5 b

6 b

Students check the meaning of the words in the box

Answers:

1 journey

2 voyage

3 travel

4 trip

5 travel

Descriptor:

- work in pairs

- read, listen and compare your answers with the text

Total: 1 point

Descriptor:

- read the text again

- answer the questions individually

Total: 1 point

Descriptor:

- check the meaning of the words in the box

Total: 1 point

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 8 Travel and tourism

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

Language Focus: Will / to be going to

Learning objectives

9.3.4.1 respond with flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics

9.4.7.1 recognize typical features at word, sentence and text level in a wide range of written genres, including some which focus on unfamiliar topics

9.5.3.1 write with grammatical accuracy on a range of familiar

Lesson objectives

Learners will be able to:

• Learn the difference between will and be going to.

• Practise using will and be going to to talk about predictions, plans and intentions.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• Refer students back to the holiday advice text on page 94. Ask: Why shouldn’t you play your mp3 player? Elicit the answer You’ll annoy travel companions. and write it on the board

• Write It’s raining. You’re going to get wet. on the board. Ask: Does this refer to the past, present or future? (the future) Does it describe a plan, or a prediction? (a prediction). Point out that this is another function of going to.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:95

• Students work in pairs to complete the example sentences and the rules.

• Check answers with the class. Elicit the examples students have found in the text.

LANGUAGE NOTE

Students often overuse will to talk about the future, and so may use it wrongly instead of going to to talk about plans or predictions based on things we can see now: I’ll meet my friends at eight o’clock. instead of I’m going to meet my friends at eight o’clock. Look at the clouds – it will rain. instead of Look at the clouds – it’s going to rain

Ex: 2 P:95

• Before starting the exercise, you might like to check students are familiar with the negative form won’t by looking back at examples of will they found in the text.

• Students work individually to complete the sentences, then they can check answers in pairs and decide which sentences are plans and which are predictions.

• If your students need extra practice, you may want to do the activities on page 63 of the Workbook in class. Exercise 3 could be done individually or in pairs. Exercise 4 could be done orally in class.

Ex: 3 P:95

• Focus on the example question and answer. Read the example with the class and elicit one or two more examples from the whole class. Check that students understand in my lifetime.

• In a weaker class, allow students time to prepare some notes and questions individually, then ask and answer their questions in pairs. In a stronger class, encourage students to ask and answer spontaneously.

• Ask some students to report back on similar and different predictions that they and their partner had.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students complete the sentences. Then complete the rules with the correct form of will and be going to. Find more examples in the text

Answers:

1 will

2 won’t

3 are going t

4 are, going to

5 are going

Rules:

1 will 2 be going to 3 be going to

Students complete the sentences with affirmative and negative forms of will and be going to. Which sentences are plans and which are predictions?

Answers:

1 she won’t forget (prediction)

2 we aren’t going to have (plan)

3 Are you going to stay (plan)

4 You’re going to spill (prediction)

5 it will have (prediction)

6 we’re going to get (prediction)

7 they will build (prediction)

Students complete the questions with will or be going to. Then ask and answer with a partner.

Answers:

1 Will people have space holidays in my lifetime?

2 Is your family going to go camping in the holidays?

3 Is our class going to go on a day trip soon? 4 Are you going to visit the USA next year?

5 Are you going to travel around the world in a few years’ time?

6 Will you buy a private jet one day?

7 Will people travel to other planets soon?

Descriptor:

- work in pairs

- complete the rules with the correct form

Total: 1 point

Descriptor:

- work individually to complete the sentences

- complete the sentences with affirmative and negative forms of will and be going to

Total: 1 point

Descriptor:

- complete the questions with will or be going to.

Total: 1 point

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant!

Poster

Unit 8 Travel and tourism

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

Travel: verbs

Learning objectives

9.2.1.1 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

9.3.3.1 explain and justify their own and others’ point of view on a range of general and curricular topics

9.5.3.1 write with support factual descriptions at text level which describe people, places and objects

Lesson objectives

Learners will be able to:

• Learn verbs to talk about travel.

• Read a spaceship announcement.

• Listen to a travel announcement about a trip into space.

• Practise using travel verbs to talk about a trip to the moon.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• Focus on the picture and elicit that it shows space travel. Elicit the words moon and planet.

• Ask: Do you think more people will travel into space in the future? Do you think people will ever go on holiday to other planets? Elicit a range of ideas.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:96

• Students use their dictionaries to check the meaning of the verbs and then complete the sentences. In a weaker class, remind them that they are looking for verbs, so for words like book and board, which have several meanings, they must make sure they get the right meaning. This can be useful dictionary skills practice

Ex: 2 P:96

• Ask students to read the text through quickly. Ask: Where is the flight going to? (Jupiter)

• Play the CD for students to listen and check their answers

Ex: 3 P:96

• Tell students to read the options and think about the kind of announcement each person would make. Listen once and check answers.

Ex: 4 P:96

• Put students into pairs to discuss the missing information. Elicit what types of words go in the gaps. In a stronger class, students can do both parts of the exercise before you check answers. • Play the CD again for students to listen and check their answers

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students check the meaning of the words in the box. Then complete the sentences.

Answers:

1 fasten

2 set off

3 stop off

4 board

5 turn back

6 come across

7 book

8 check in

Students read the spaceship announcement below and choose the correct words. Then listen and check your answers

Answers:

1 takes off

2 boarding

3 fasten

4 stop off

5 come across

6 turn back

Students listen to another announcement on board the Tourist Special to Jupiter. Who is making the announcement?

Answers:

c A tourist guide

Students read the text and decide what type of information is missing. Then listen again and complete the text

Answers:

1 six

2 September

3 moon base

4 Neil Armstrong museum

5 June

6 five

7 two

8 hours

9 aliens

Descriptor:

- use the dictionaries

- check the meaning of the verbs

Total: 1 point

-

Descriptor:

- read the text by skimming

- identify the spaceship

Total: 1 point

Descriptor:

- read the options

Total: 1 point

Descriptor:

-work in pairs

- discuss the missing information

Total: 1 point

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 8 Travel and tourism

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

Present Simple and Continuous for future

Learning objectives

9.1.2.1 use speaking and listening skills to provide sensitive feedback to peers

9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics general and curricular topics

9.5.2.1 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics

9.6.3.1 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

Learners will be able to:

• Learn the use of the present simple and present continuous to talk about the future.

• Learn how to ask about times and timetables.

• Practise talking about the future using the present simple and present continuous

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, conduct a quick review of the future forms that students have learnt.

• If anyone mentions present continuous or present simple for future, include them in your discussion. If not, write two sentences on the board and elicit what time they refer to, past, present or future: The plane leaves at six o’clock this evening. I’m meeting Dave at the airport. Elicit the tenses of the underlined verbs (present simple and present continuous). Tell students they are going to learn about the use of these tenses to talk about the future

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:97

• Students copy and complete the rules.

• Check answers with the class. Elicit situations in which we come across schedules and timetables. In a stronger class, remind students that we also use be going to for future plans. The difference is that the present continuous is used to talk about events that have been arranged, especially in the near future, at a specific time or on a particular day. Make sure students understand the difference between plan and arrangement.

Ex: 2 P:97

• Read the key phrases with the class, and check that students understand them.

• Focus on the timetable and elicit that it shows trains going from Birmingham to Liverpool, via Wolverhampton and Stockport. In a weaker class, check that students know how to say the times, e.g. seven nineteen, nine oh nine.

• Students complete the dialogue. • Check answers with the class.

Ex: 4 P:97

• Ask students to read the dialogue through quickly, ignoring the gaps. Ask: What’s Frank doing tomorrow? (playing football)

• Students complete the dialogue. If necessary, read the rules again as a reminder

Ex: 5 P:97

• Allow students to work in pairs to complete the questions. In a weaker class, talk them through and match the verbs to the questions before students work together to complete them with the correct tense.

• Check answers

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students complete the rules with present simple or present continuous.

Answers:

1 present simple

2 present continuous

Students study the key phrases. Look at the timetable. Imagine that you are in Birmingham station and complete the dialogue

Answers:

1 nineteen 4 direct

2 get in 5 change

3 9.09 6 Stockport

Students complete the dialogue with the present simple or continuous form of the verbs in brackets. Then listen and check.

Answers:

1 are you meetin

2 leaves

3 does the next one go

4 sets off

5 arrives

6 doesn’t start

7 Are you doingn

8 ’m going

Students complete the questions about a weekend trip using the present simple or continuous form of the verbs in the box

Answers:

1are, visiting

2 are, getting

3 are, leaving

4 does, take

5 do, arrive

6 Are, staying

7 are, seeing

8 are, eating

Descriptor:

- complete the rules with present simple or present continuous

Total: 1 point

Descriptor:

- study the key phrases.

- complete the dialogue

Total: 1 point

Descriptor:

- complete the dialogue with the present simple or continuous

Total: 1 point

Descriptor:

- complete the questions about a weekend trip using the present simple or continuous

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 8 Travel and tourism

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

Asking for and giving information.

Learning objectives

9.3.3.1 explain and justify their own and others’ point of view on a range of general and curricular topics

9.2.6.1 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

9.4.6.1 recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Listen to a conversation in which people ask for and give information.

• Learn key phrases for asking for and giving information.

• Learn the use of will for spontaneous decisions.

• Practise asking for and giving information

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, tell students to imagine they are on holiday in a place they don’t know. Elicit ideas for how they can find out what there is to do there, e.g. buy a guidebook, look on the internet, find posters and leaflets, go to the tourist information office.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:98

• Focus on the photo. Elicit that Marie is in a tourist office and she is asking for information.

• Ask: What do you think she is saying? Elicit some ideas, but don’t confirm or reject any at this stage.

Ex: 2 P:98

• Students read and listen. Ask how much Marie has to pay.

Ex: 3 P:98

• In a weaker class, students can find the phrases in the dialogue and complete them before listening to check. In a stronger class, encourage students to complete the key phrases from memory.

• Students practise the dialogue in pairs

Ex: 5 P:98

• Read through the situations with the class and make sure that students understand them.

• Elicit a response to the first situation and then put students into pairs to write the responses and practise the dialogues

• Monitor while students are working, and make sure they are using will for spontaneous decisions correctly.

• Ask some pairs to perform some of their dialogues for the class

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students look at the photo. Where is Marie? What do you think she is asking?

Answers:

Students’ own answers

Students listen to the dialogue. How much does Marie have to pay the assistant?

Answers:

Marie has to pay £8.

Students complete the key phrases from the dialogue. Who says them? Listen and check. Then practise the dialogue with a partner

Answers:

1 do (Assistant)

2 wondering (Marie)

3 you (Marie)

4 tell (Marie)

5 here (Assistant)

6 book (Marie)

Students write responses using will and the verbs in brackets for situations. Then practise the dialogues in pairs.

Answers:

1 I’ll carry it for you.

2 I’ll give you one.

… 3 I’ll show you

4 I’ll phone him.

5 I’ll have

Descriptor:

- look at the photo and answer the question.

Total: 1 point

Descriptor:

- read and listen to the dialogue

Total: 1 point

Descriptor:

- complete the key phrases from the dialogue

Total: 1 point

Descriptor:

- write responses using will and the verbs in brackets

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit of a long term plan: Unit 8 Travel and tourism

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

An email about a visit

Learning objectives

9.4.7.1 recognize typical features at word, sentence and text level in a limited range of written genres

9.5.1.1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics

9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics and curricular topics

Lesson objectives

Learners will be able to:

• Study a model email.

• Learn key phrases for writing about plans for a visit.

• Learn about linkers.

• Write an email about plans for a visit.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, ask: What tourist attractions are there in your town / city?

• Ask students if friends or relatives ever come from other places to stay. Ask: What do you take them to visit?

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:99

• Allow students to check their answers in pairs before checking answers with the class.

Ex: 2 P:99

• Encourage students to complete the key phrases from memory. In a weaker class, allow students to find the phrases in the text and complete them

Ex: 3 P:99

• Focus on the words in the box. Ask students to find examples of the words in the text in exercise 1.

• In a weaker class, if students are struggling to understand, ask: Which word gives a reason? (because) Which gives a result? (so) Which adds more information? (and) Which gives a contrast? (but) Which gives two alternatives? (either … or). In a stronger class, encourage students to explain the reasons for their choices, and to say why the other options were not suitable.

Ex: 4 P:99

• Students think and plan their emails individually. This can be set for homework.

• Tell students to check their work to make sure they have started and finished their emails correctly, and used linkers and future forms correctly.

• Use correction codes rather than writing corrections on students’ work (for more details on codes to use, see page 37, exercise 4).

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students read the model text and answer the questions.

Answers:

1 c

2 They’re doing a bus tour.

3 They could meet friends, walk around town or go to a museum.

4 They could go on a day trip by bus or train.

5 He wants her to remind him when her train gets in

Students complete the key phrases. Then look at the model text and check

Answers:

1 just

2 be

3 up

4 expect

5 could

6 remind

Students find the words in the box in the model text. Then complete sentences. Which words express a choice?

Answers:

1 either, or

2 but

3 because

4 so

5 and

either ... or and and express choice

Students follow the steps in the writing guide

Answers:

Students’ own answers

Descriptor:

- read the model text

Total: 1 point

Descriptor:

- complete the key phrases

Total: 1 point

Descriptor:

- find the words in the box

Total: 1 point

Descriptor:

- use the writing guide

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 8 Travel and tourism

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

My Country. Travel and tourism

Learning objectives

9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics and curricular topics

9.4.5.1 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics

9.5.3.1 write with grammatical accuracy on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Read texts about reasons to visit Kazakhstan.

• Understand what topic each text is talking about.

• Learn vocabulary to describe new sights and places.

• Write texts for tourists visiting students’ hometown.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• In pairs, students think about what places and sights they would promote to tourists coming to Kazakhstan.

• Tell them to think of eight items.

• Encourage students to share their ideas with the class and get a consensus of the most popular attractions.

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:100

• Give out dictionaries if necessary. • Draw students’ attention to the words in the box. Ask which words they know the meanings of.

• Tell students to scan the text to find the words and find the context of the sentence and see if they can guess the meaning.

• They should then match them to words 1–6 and check the meaning in their dictionaries.

• Students check answers in pairs. • Check the answers as a class

Ex: 2 P:100

• Give students a minute to read the headings.

• In a stronger class, you might want students to listen without reading and match the headings to the texts they hear (1–10).

• Play the recording. Students check their answers in pairs.

• Check answers as a class.

• Do students agree with the selection of reasons

Ex: 3 P:100

• Draw students’ attention to the words in blue in the text.

• Elicit which of the words are added to sentences to express certainty and which to express that you are not sure.

Ex: 5 P:100

• Students. • Allow them to check in pairs, before you check answers as a class

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students check the meaning of these words in a dictionary. Match them with definitions

Answers:

1 ancient 2 quirky 3 major 4 hospitable 5 vast 6 rare

Students read and listen to the travel brochure. Match headings with paragraphs

Answers:

1 D

2 H

3 F

4 A

5 C

6 I

7 E

8 J

9 B

10 G

Students look at the adverbs in blue in the travel brochure. Which adverbs do we use to say we are sure about something? Which ones do we use to say we are not sure?

Answers:

certainty: definitely, certainly uncertainty: perhaps, probably, maybe

Students put the words in the correct order to make sentences.

Answers:

1 Maybe we will go camping this weekend.

2 I will definitely book the flights.

3 Perhaps the weather will be better next week.

4 He will certainly win the match.

5 I probably won’t go on holiday this year

Descriptor:

- scan the text to find the words

- match them with definitions

Total: 1 poin

Descriptor:

- read and listen to the travel brochure

Total: 1 point

Descriptor:

- use adverbs to say they are sure about something

Total: 1 point

Descriptor:

- work individually to put the sentences in the correct order

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 8 Travel and tourism

Teacher;s name:

Date: 17.04.23

Grade: 9

Lesson title

CLIL. Community service. Volunteer holidays

Learning objectives

9.4.6.1 recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics

9.1.4.1 evaluate and respond constructively to feedback from others

9.3.5.1 keep interaction going in basic exchanges on a growing range of general and curricular topics

Lesson objectives

Learners will be able to:

• Read about volunteer tourism.

• Talk about volunteer work in your country.

• Plan and present a volunteer holiday

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, ask students: Do you go on holiday with your family? Where do you go? What do you do? Elicit a range of answers, encouraging as many students as possible to contribute.

• Ask students to think of the possible benefits of tourism to an area, and any negative aspects

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:101

• In a weaker class, brainstorm vocabulary for things in the photos, and write it on the board. Then ask students to make sentences using the vocabulary. In a stronger class, encourage students to describe what they can see, but also to speculate and interpret the pictures. Ask the question and share ideas as a class.

Ex: 2 P:101

• Students read and listen to the text and check their guesses from exercise 1

Ex: 3 P:101

In a weaker class, accept shorter answers and direct quotations. In a stronger class, encourage students to give full, complete answers and paraphrase them, rather than simply reading from the text.

Ex: 4 P:101

• In a weaker class, do the whole task together, encouraging as many students as possible to contribute to the discussion.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students look at the photos. Where are the people and what are they doing?

Answers:

Students’ own answers.

Students read and listen to the text. What is voluntourism? Why is it becoming popular?

Answers:

Voluntourism means ‘volunteer tourism’. It’s a new type of adventure travel which involves doing volunteer work while you’re on holiday. It’s popular with people wanting a different kind of holiday

Students read the text again and answer the questions.

Answers:

1 Students or skilled workers, e.g. nurses, used to do volunteer work abroad.

2 Volunteer projects can now be short-term and are organized like holidays

3 Child volunteers can do simple things like cleaning beaches, planting trees or spending time working with local children.

4 Voluntourism can be good for young people because it helps them to learn important values and put into perspective things which they find difficult in their lives, like homework and housework

5 Volunteers hope to help communities by bringing in money and by helping with development projects. 6 Critics say that some voluntourists lack skills and the time to properly understand the problems faced by local people. They may also be taking away work from local people and could be bad for the economy

Students answer the questions.

Answers:

Students’ own answers.

Descriptor:

- make sentences using the vocabulary

Total: 1 point

Descriptor:

- read and listen to the text

Total: 1 point

Descriptor:

- answer the questions.

Total: 1 point

Descriptor:

- contribute to the discussion

Total: 1 point

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant!

Poster

Unit 8 Travel and tourism

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Lesson title

Review. Unit 8 Summative assessment for the unit «Travel and Tourism»

Learning objectives

9.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics

9.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

9.2.2.1 Understand most specific information in unsupported extended talk on a wide range of general and curricular topics

9.3.7.1 Use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics

Lesson objectives

Learners will be able to:

-Use compound nouns associated with travel

-Use about words which are often confused

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, ask students: Do you go on holiday with your family? Where do you go? What do you do? Elicit a range of answers, encouraging as many students as possible to contribute.

• Ask students to think of the possible benefits of tourism to an area, and any negative aspects

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:102

• ask students to complete the compound nouns with the words in the box. Check their answers in pairs and write them individually.

Ex: 2 P:101

• Ask students to read the example sentences and choose the correct words. Write good examples

Summative assessment for the unit «Travel and Tourism»

Listening

Task 1. Listen and complete the gaps with the correct place from the box. CD2. Tapescript 4.