Lesson
plan
Teacher: Rysbayeva Shapagat
Erlanovna
Sphere: Socio-cultural
communication
Topic: Holidays and
travel
Subtopic: Tour of
London
Aim:
understand with limited
support the main points of extended talk on a range of general and
curricular topics; understand most specific information and detail
of supported, extended talk on a range of general and curricular
topics; respond with limited flexibility at both sentence and
discourse level to unexpected comments on a range of general and
curricular topics
Intercultural
awareness: Learners will be able to
understand that every person, family and country has their own
values.
Kazakh
culture: Comparing travelling in
Kazakhstan and abroad.
Verbal forms of
communication: discussion and different
situations
Written forms of
communication: project
work
Time: 50
min
Procedure
Warm up - Musical
box (PPT slide 1
cards)
Ss revise the vocabulary
(Places in town, giving directions) for 2
min.
The box with the words on the
topic is circulated around the class. When the music is stopped, a
student has to pull a card with a word/definition/picture out of
the box and translate/name it.
(PPT
slide 2)
1. Исполнительно-репродуктивная
стадия:
G,W)Brainstorming:Making a
mind map
1. Ss in small groups
brainstorm on the topic “Travelling” by making a mind map as a
sample in the PPT.(What are the main things you should bring with
you in your trip? What will you need to travel abroad? What can
people do while travelling?). (PPT slide 3 A4, felt-tip
pens)
2.Then each group presents
their mind maps, compares. Differentiation: let more able Ss have a
discussion.
3.After discussion show Ss
some useful words and phrases with pictures on the topic
“Travelling”. Ask Ss to write down these words/phrases.
(PPT slide
4-5)
Tour of
London
(PPT slide
6)
After brainstorming, tell Ss
that now they are ready to travel.
Write London on the board. Ask
students to tell you what they know about this city. Have they been
to London? Do they know any famous places in
London?
2.
Исполнительно-рецептивная стадия:
Hand out the worksheet or
display the ‘preparation’ task to the class. Ask students to work
in pairs to match the place names and the pictures of famous
places. (HO_listening)
Ask students how tourists
usually visit these famous places. Do they go by train, taxi, or
tourist bus? Point out the open-top bus in the preparation task.
Ask “Who usually talks to the tourists about the famous places
during a tour on a bus?” (A tour guide.)
Display the image of a London
bus tour. Can students describe what they see in
pairs? (PPT slide
7)
Pre-listening: Tell the students that they
are going to listen to a guided tour on a bus in London. They need
to look at the handout and put the places in the order that the
tour bus will visit them. Play the audio then students compare
answers before checking and correcting as a class. Play again if
necessary.( PPT slide 8 Audio,
HO_listening )
Listening: Students now look at the
‘check your understanding: multiple choice’ task on the worksheet.
Play the audio again and students select the correct answers.
Students compare in pairs before checking answers as a
class.
Post-listening: Ss answer open ended
questions:1. What is the subject of the conversation? 2. What is
the main idea of the conversation? 3.Which words help you to
identify the main idea? (PPT slide 9/ PPT slides 10-11
(answers))
If necessary, explain the
meaning of the words “subject and main
idea”.
Role
play
Ask the students which places
tourists can visit in their city. They could choose a capital city
with world famous places or just their local area. Compile of list
on the board – let a volunteer write and the others
dictate.
• Tell the class to imagine that
they are on a guided tour visiting the places listed on the board.
Some people are tour guides and others are tourists. First they
need to do some preparation. (PPT slide
12/HO1)
• Ask for volunteers (2/3) to be
tour guides. The rest of the class are tourists. Give the
appropriate part of the role play worksheet to the
students.
• Tour guides prepare their
speeches in pairs or small groups. Tourists prepare their questions
in small groups. Encourage more able Ss to prepare lots of
questions. If tour guides finish their preparation quickly, ask
them to memorise their speech. Monitor the groups and help where
necessary. Set a time limit for
preparation.
• Put students in small groups
(with one tour guide and several tourists) to act out the role
play, following instructions on their handout. Arrange chairs in
rows like bus seats if possible.
Make notes of any common
errors and good language or pronunciation for class feedback at the
end of the lesson
3.
Исполнительно-продуктивная стадия:
Reflection
Students need to write at
least two things they have learnt during this
lesson.
They need to write at least
one question either about the topic or
language
Hometask. Split into four
groups and make a project work on the topic "We have been in
....".
Students
can…
-
make a
video
-
make a
newspaper
-
make a poster
-
play a mini-performance