Creating a map of a fantasy city and writing a persuasive text about it.

Travel and Tourism

School: Gagarin Secondary School №34

Date: 28.04.21

Teacher: Absaly Diana Ergalyevna

Grade 9A .V

Number present

absent

Unit (to)- infinitive ing form

Learning objectives(s) that this lesson is contributing to

9.L7 recognise typical features at word, sentence and text level of a growing range of spoken genres

9.UE14 use an increased variety of prepositions before nouns and adjectives

on a range of familiar general and curricular topics

9.S8 recount extended stories and events on a range of general and curricular topics

Lesson objectives

All learners will be able to:

-interpret the general idea narrated by the speaker in the recording

- scan the text for gist before listening

Most learners will be able to:

- accurately interpret the general idea narrated by the speaker in the recording

-scan and skim the text for gist before listening

Some learners will be able to:

- to scan and skim the text and predict the types of words for each space properly

Assessment criteria

9.L7 learning objective if they can use vocabulary words properly to express thoughts, ideas, experiences and feelings

9.UE14 learning objective if they understand and properly apply the prepositions in grammatically correct places.

9. S8 learning objective if they can ask and answer questions applying the new words from today’s vocabulary bank

Value links

Respect others point of view

Cross-curricular links

Self- Knowledge, Psychology

ICT skills

Audio-visual skills

Previous learning

Travelling abroad

Kazakh culture

Comparing international and Kazakhstani travel and tourism patterns

Pastoral care

Student centered teaching: respect, support and scaffolding

Planned timings

Planned activities

Resources

5 min

5 min

8 min.

7 min.

5 min.

5 min

5 min

End

Lesson 1

Warm-up

Greeting the students

Homework checked

Previous topic revised – guiding questions asked

Descriptor:

1. Match the words with their corresponding definition

2. Listen to the recording twice

3. Multiple choice – choose correct answer

4. Fill out the gaps appropriately

Pre-listening preparation

Match the words with their corresponding definition

While-listening exercise:

1. -students listen to the recording and choose the correct answer from Multiple options

Differentiation – less able students should be able to identify all the

answers correctly with the support of more able to students or the teacher

Post-listening exercise:

-complete the gaps with the prepositions from the box

Differentiation – less able students should be able to identify all the answers correctly with the support of more able to students or the teacher

Peer assessment – looking at the answer key on the white board students will be assessing each other’s work.

Discussion (speaking skills practiced)

-what are the best museum where you live?

-are you interested in your country’s history and culture?

Speaking assessment criteria – a student should be able to use at least 5 topic related words in a wide range of circumstances. No more than 2 grammatical errors. Pronunciation clear and distinct.

Vocabulary box

Write any new words you have learnt in this lesson?

Reflection

What have we learnt about travel and tourism today?

Do you have a questions?

How will you be able to use the concepts in your life?

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Learners ‘Assessment – how are you planning to check learn learning?

Cross-curricular links
geography

More support:

• Allow thinking time.

• Create mixed-ability groups for part of the discussion.

• Offer differentiation by support.

More-able learners:

List in bullet point form their answers to the critical thinking exercise.

• Summarise the group’s findings.

• Encourage them to justify their opinions.

• Monitor learners as they share their experiences to check for recurring errors for future planning.

• Monitor learners’ definitions and offer differentiation by support.

• Monitor for correct spelling of specific vocabulary and if necessary ask them to peer assess or check online (self-assessment).

Curriculum link with Literature and Kazakh language

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from the lesson about the class or individuals that will inform my next lesson?