План учебного занятия

(практическое обучение)

Тема занятия: Identifying the preferences (nature, culture, adventure, relaxation, food) and any specific needs (accessibility for seniors, activities for families) of the tourists.

Наименование модуля: ПМ 2 РО 2.1 Консультировать по вопросам выбора туристского маршрута и организовывать презентации по предлагаемым туристским маршрутам.

Наименование дисциплины: иностранный язык

Подготовил педагог: Юсупова Л.

«__» ___________20_____ года

1.Общие сведения:

Курс: __________ Группа: ____________________________________________

Тип за­нятия:

Урок закрепления ЗУН

2. Цели, задачи:

- Развивать навыки слушания и чтения.

- Познакомить студентов с различными туристическими предпочтениями (природа, культура, приключения, отдых, питание).

- Практиковать обсуждение потребностей различных типов туристов.

3. Перечень ожидаемых результатов и (или) профессиональ­ных умений, которыми овладеют обучающиеся в процессе учебного занятия:

Использует навыки говорения и аудирования для творческого и совместного решения проблем в группах;

Определяет конкретную информацию и основные моменты темы.

4. Национальные ценности:

- акцентировать внимание на культурных достопримечательностях, таких как исторические памятники, музеи и традиционные ремесла, что поможет студентам понять важность сохранения культурного наследия.

- обсудить маршруты, которые способствуют охране окружающей среды и устойчивому развитию. Это может включать в себя экотуристические маршруты, которые минимизируют воздействие на природу и поддерживают местные сообщества.

- при выборе маршрутов можно рассмотреть возможность взаимодействия с местными жителями, что поможет туристам лучше понять традиционный образ жизни и культуру страны.

5.Необходимые ресурсы:

Видео, интернет, компьютер, интерактивная доска, раздаточный материал

6. Ход занятия:

Part of the lesson/ Time	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Pre-learning «Brainstorming» method	GREETINGS T: Good morning, students! How are you! Are you ready to study? S1: Of course! We are ready. S2: Yes, without saying. Warm-Up - Warm-up: Start with the question: "What do you like to do when you travel?" Write responses on the board. - Introduction to the topic: Explain that today they will learn about different tourist preferences and needs. Vocabulary Introduction - Vocabulary Presentation: - Introduce key vocabulary related to tourist preferences (e.g., nature, culture, adventure, relaxation, food). - Use flashcards to show each word, pronounce it, and give a simple definition. Engage students by asking them to repeat and use the words in sentences. Listening Activity - Listening Exercise: - Play the audio recording about different types of tourism. - Ask students to listen carefully and pay attention to key points regarding preferences and needs. Discussion - Group Activity: - Divide students into small groups and ask them to discuss their own preferences when traveling and the needs of different types of tourists (e.g., families, seniors). - Encourage them to use the new vocabulary. Sharing Opinions - Group Sharing: - Invite groups to share their discussions with the class. Encourage them to speak clearly and use the vocabulary learned. Conclusion - Wrap-up Discussion: - Summarize what they learned about tourist preferences and needs. Ask students to share their personal travel experiences related to their preferences. - As homework, ask students to write a short paragraph about their ideal vacation, including their preferences and any specific needs they might have, and share it in the next class.		Descriptor: -answer the 1st-question - answer the 2 nd-question. - answer the 3 rd-question. Total: 3points Encourage Ss who can name object that is connected with new lesson.	Whiteboard - A brief overview of tourist preferences (in simple language). - Audio recording about different types of tourism (if available).
Middle of the lesson Presentation part.			- Monitor individual participation during the matching activity and role-plays to ensure students are using vocabulary correctly.	Worksheets for listening and discussion exercises.
			Descriptor: -say definitions correctly -pronounce the words correctly. Total: 2point	Whiteboard Poster
			Descriptor: - Informal assessment through participation in listening, discussions, and sharing opinions.	Whiteboard Examples of short articles on confidence
End of the lesson. Reflection			Monitor participation during group discussions and ensure students are using vocabulary correctly. Evaluate the homework assignment for clarity and relevance.	Whiteboard

Республики Казахстан

ГКП на ПХВ «Текелийский профессиональный колледж»

государственного учреждения «Управление образования области Жетісу»

План учебного занятия

(практическое обучение)

Тема занятия: Budgeting: discuss budget constraints. Including transportation, accommodation, food, entry fees to attractions, and any additional activities.

Наименование модуля: ПМ 2 РО 2.1 Консультировать по вопросам выбора туристского маршрута и организовывать презентации по предлагаемым туристским маршрутам.

Наименование дисциплины: иностранный язык

Подготовил педагог: Юсупова Л.

«__» ___________20_____ года

1.Общие сведения:

Курс: __________ Группа: ____________________________________________

Тип за­нятия:

Урок закрепления ЗУН

2. Цели, задачи:

- повторить основную лексику, связанную с бюджетированием.

- обсудить различные бюджетные ограничения для расходов, связанных с поездками.

- практиковаться в говорении, чтении и письме о бюджете.

3. Перечень ожидаемых результатов и (или) профессиональ­ных умений, которыми овладеют обучающиеся в процессе учебного занятия:

Объясняет собственную и чужую точки зрения по широкому кругу общих и учебных тем.

4. Национальные ценности:

- акцентировать внимание на культурных достопримечательностях, таких как исторические памятники, музеи и традиционные ремесла, что поможет студентам понять важность сохранения культурного наследия.

- обсудить маршруты, которые способствуют охране окружающей среды и устойчивому развитию. Это может включать в себя экотуристические маршруты, которые минимизируют воздействие на природу и поддерживают местные сообщества.

- при выборе маршрутов можно рассмотреть возможность взаимодействия с местными жителями, что поможет туристам лучше понять традиционный образ жизни и культуру страны.

5.Необходимые ресурсы:

Видео, интернет, компьютер, интерактивная доска, раздаточный материал

6. Ход занятия:

Part of the lesson/ Time	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Pre-learning «Brainstorming» method	GREETINGS T: Good morning, students! How are you! Are you ready to study? S1: Of course! We are ready. S2: Yes, without saying. Warm-Up Ask students if they have ever traveled. Questions to Prompt Discussion: - Where did you go? - What did you pay for (transportation, food, accommodation)? Vocabulary Introduction Key Vocabulary: Write the following words on the whiteboard and explain their meanings: - Budget - Constraint - Transportation - Accommodation - Food - Entry fees - Activities Example Sentences: Provide simple sentences for context: - "A budget is the amount of money we can spend." - "Transportation includes buses, trains, and flights." Matching Activity: Distribute a vocabulary matching exercise where students match the words to their definitions. Presentation of Budget Constraints Explain Budgeting: Talk about what a budget is and why it is important for travel. Go over the components of a travel budget: - Transportation (e.g., bus, train, flight) - Accommodation (e.g., hotel, hostel) - Food (e.g., meals per day) - Entry fees (for attractions) - Additional activities (e.g., tours, events) Group Activity: Creating a Sample Budget Divide students into small groups and give each group a sample budget worksheet. Provide a scenario for a simple trip that includes costs for transportation, accommodation, food, entry fees, and activities. Scenario Example: "You are planning a weekend trip to a nearby city. You have $300. Consider transportation ($100), accommodation ($80), food ($60), entry fees ($30), and additional activities ($30)." - Groups will determine how to allocate their budget and complete the worksheet. Presentation and Discussion Group Presentations: Each group presents their budget to the class, explaining their choices and constraints. Class Discussion: Discuss different strategies and choices, such as what activities they had to leave out or how they prioritized expenses. Wrap-Up and Homework Assignment Summarize the key points discussed about budgeting and the different constraints travelers may face. Homework: Ask students to create a budget for a trip they would like to take. They should list estimated costs for transportation, accommodation, food, entry fees, and activities. Encourage them to think about their own budget constraints.		Descriptor: -answer the 1st-question - answer the 2 nd-question. - answer the 3 rd-question. Total: 3points Encourage Ss who can name object that is connected with new lesson.	Whiteboard - A brief overview of tourist preferences (in simple language). - Printed handouts with vocabulary and example scenarios
Middle of the lesson Presentation part.			- Monitor individual participation during the matching activity and role-plays to ensure students are using vocabulary correctly.	- Sample budget worksheet for group work
			Descriptor: -say definitions correctly -pronounce the words correctly. Total: 2point	Whiteboard - Visual aids (images of transportation, food, accommodation) Worksheets with comprehension questions and scenarios
			Descriptor: - Informal assessment through participation in listening, discussions, and sharing opinions.	Whiteboard Poster
End of the lesson. Reflection			Monitor participation during group discussions and ensure students are using vocabulary correctly. Evaluate the homework assignment for clarity and relevance.	Whiteboard

- **Budget**: A budget is a plan that outlines how much money you have available to spend and how you will spend it. It helps you manage your finances by tracking your income and expenses.

- **Transportation**: Transportation refers to the means by which people move from one place to another. This can include vehicles such as cars, buses, trains, bicycles, or airplanes.

- **Accommodation**: Accommodation is a place where travelers stay while they are away from home. This can include hotels, hostels, motels, vacation rentals, or camping sites.

- **Food**: Food includes all the meals and snacks that people eat. It encompasses various types of cuisine and dining options, such as restaurants, fast food, street food, or groceries.

- **Entry Fees**: Entry fees are the charges that individuals pay to access a place or an event, such as museums, parks, concerts, or other attractions.

- **Activities**: Activities are things that people do for enjoyment or recreation, especially when traveling. This can include sightseeing, tours, sports, entertainment, or cultural experiences.

Feel free to adjust these definitions based on the context in which you're teaching or the specific needs of your students!

A plan that outlines how much money you have available to spend and how you will spend it. It helps you manage your finances by tracking your income and expenses.

It refers to the means by which people move from one place to another. This can include vehicles such as cars, buses, trains, bicycles, or airplanes.

A place where travelers stay while they are away from home. This can include hotels, hostels, motels, vacation rentals, or camping sites.

It includes all the meals and snacks that people eat. It encompasses various types of cuisine and dining options, such as restaurants, fast food, street food, or groceries.

The charges that individuals pay to access a place or an event, such as museums, parks, concerts, or other attractions.

Things that people do for enjoyment or recreation, especially when traveling. This can include sightseeing, tours, sports, entertainment, or cultural experiences.

A plan that outlines how much money you have available to spend and how you will spend it. It helps you manage your finances by tracking your income and expenses.

It refers to the means by which people move from one place to another. This can include vehicles such as cars, buses, trains, bicycles, or airplanes.

A place where travelers stay while they are away from home. This can include hotels, hostels, motels, vacation rentals, or camping sites.

It includes all the meals and snacks that people eat. It encompasses various types of cuisine and dining options, such as restaurants, fast food, street food, or groceries.

The charges that individuals pay to access a place or an event, such as museums, parks, concerts, or other attractions.

Things that people do for enjoyment or recreation, especially when traveling. This can include sightseeing, tours, sports, entertainment, or cultural experiences.

A plan that outlines how much money you have available to spend and how you will spend it. It helps you manage your finances by tracking your income and expenses.

It refers to the means by which people move from one place to another. This can include vehicles such as cars, buses, trains, bicycles, or airplanes.

A place where travelers stay while they are away from home. This can include hotels, hostels, motels, vacation rentals, or camping sites.

It includes all the meals and snacks that people eat. It encompasses various types of cuisine and dining options, such as restaurants, fast food, street food, or groceries.

The charges that individuals pay to access a place or an event, such as museums, parks, concerts, or other attractions.

Things that people do for enjoyment or recreation, especially when traveling. This can include sightseeing, tours, sports, entertainment, or cultural experiences.

Республики Казахстан

ГКП на ПХВ «Текелийский профессиональный колледж»

государственного учреждения «Управление образования области Жетісу»

План учебного занятия

(практическое обучение)

Тема занятия: Sustainable Travel Options: Suggestion of different travel routes.

Наименование модуля: ПМ 2 РО 2.1 Консультировать по вопросам выбора туристского маршрута и организовывать презентации по предлагаемым туристским маршрутам.

Наименование дисциплины: иностранный язык

Подготовил педагог: Юсупова Л.

«__» ___________20_____ года

1.Общие сведения:

Курс: __________ Группа: ____________________________________________

Тип за­нятия:

Урок закрепления ЗУН

2. Цели, задачи:

- повторить и закрепить лексику, связанную с путешествиями.

- изучить различные маршруты путешествий, которые способствуют устойчивости.

- практиковать говорение и письмо в контексте своих предпочтений, опыте путешествий и предложений по маршрутам

.

3. Перечень ожидаемых результатов и (или) профессиональ­ных умений, которыми овладеют обучающиеся в процессе учебного занятия:

Применяет диалогическую речь как средство для размышления и изучения целого ряда точек зрения на мир.

Практикует навык слушание и говорения, выражая мысли об услышанном.

4. Национальные ценности:

- акцентировать внимание на культурных достопримечательностях, таких как исторические памятники, музеи и традиционные ремесла, что поможет студентам понять важность сохранения культурного наследия.

- обсудить маршруты, которые способствуют охране окружающей среды и устойчивому развитию. Это может включать в себя экотуристические маршруты, которые минимизируют воздействие на природу и поддерживают местные сообщества.

- при выборе маршрутов можно рассмотреть возможность взаимодействия с местными жителями, что поможет туристам лучше понять традиционный образ жизни и культуру страны.

5.Необходимые ресурсы:

Видео, интернет, компьютер, интерактивная доска, раздаточный материал

6. Ход занятия:

Part of the lesson/ Time	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Pre-learning «Brainstorming» method	GREETINGS T: Good morning, students! How are you! Are you ready to study? S1: Of course! We are ready. S2: Yes, without saying. Warm-Up Discussion: Start by asking students about their travel experiences. Questions: - Have you traveled to a different city or country? - How do you usually travel? (bus, car, train, plane) - What do you think about eco-friendly travel? Introduction to Sustainable Travel Vocabulary Introduction: Introduce key vocabulary related to sustainable travel. Write the following words on the board and explain their meanings: - Sustainable - Eco-friendly - Public transport - Biking - Walking - Carpooling - Nature Activity: Ask students to match the vocabulary words with their definitions in pairs. Exploring Travel Routes Group Activity: Divide students into small groups and provide them with maps showing various travel routes (local, national, and international). - Ask each group to identify at least three sustainable travel options for a given route. They should answer the following questions: - Which modes of transport can be used? - What are the benefits of these options? - How do these options help the environment? Presenting Travel Routes Presentation: Each group presents their findings to the class, sharing their chosen routes and explaining why they are sustainable. - Encourage other students to ask questions and provide feedback. Writing Activity Personal Reflection: Ask students to write a short paragraph about their own sustainable travel preferences: - Where would you like to travel? - How would you get there sustainably? - Why is it important to travel sustainably? Wrap-Up and Homework Assignment Review: Summarize the main points discussed in the lesson about sustainable travel options. Homework: Ask students to find an article or a blog post about sustainable travel. They should write a summary of the article and share their thoughts on it in the next class.		Descriptor: -answer the 1st-question - answer the 2 nd-question. - answer the 3 rd-question. Total: 3points Encourage Ss who can name object that is connected with new lesson.	Whiteboard - Printed handouts with vocabulary related to travel and sustainability - Maps (printed or digital) showing different travel routes
Middle of the lesson Presentation part.			- Monitor individual participation during the matching activity and role-plays to ensure students are using vocabulary correctly.	Worksheets for group discussions and writing activities - Images or posters of sustainable travel practices
			Descriptor: -say definitions correctly -pronounce the words correctly. Total: 2point	Whiteboard Poster
			Descriptor: - Informal assessment through participation in listening, discussions, and sharing opinions.	Whiteboard Examples of short articles on confidence
End of the lesson. Reflection			Monitor participation during group discussions and ensure students are using vocabulary correctly. Evaluate the homework assignment for clarity and relevance.	Whiteboard

Республики Казахстан

ГКП на ПХВ «Текелийский профессиональный колледж»

государственного учреждения «Управление образования области Жетісу»

План учебного занятия

(практическое обучение)

Тема занятия: Flexibility and Personalization:
Creation of personalized itineraries that allow for optional activities.

Наименование модуля: ПМ 2 РО 2.1 Консультировать по вопросам выбора туристского маршрута и организовывать презентации по предлагаемым туристским маршрутам.

Наименование дисциплины: иностранный язык

Подготовил педагог: Юсупова Л.

«__» ___________20_____ года

1.Общие сведения:

Курс: __________ Группа: ____________________________________________

Тип за­нятия:

Комбинированный урок

2. Цели, задачи:

- научиться создавать персонализированные маршруты путешествий на основе интересов и предпочтений клиентов

- улучшить свой словарный запас и навыки общения на английском языке.

3. Перечень ожидаемых результатов и (или) профессиональ­ных умений, которыми овладеют обучающиеся в процессе учебного занятия:

Использует навыки говорения и слушания для творческого и совместного решения проблем в группах;

Строит доказательное высказывание используя активную лексику.

4. Национальные ценности:

- акцентировать внимание на культурных достопримечательностях, таких как исторические памятники, музеи и традиционные ремесла, что поможет студентам понять важность сохранения культурного наследия.

- обсудить маршруты, которые способствуют охране окружающей среды и устойчивому развитию. Это может включать в себя экотуристические маршруты, которые минимизируют воздействие на природу и поддерживают местные сообщества.

- при выборе маршрутов можно рассмотреть возможность взаимодействия с местными жителями, что поможет туристам лучше понять традиционный образ жизни и культуру страны.

5.Необходимые ресурсы:

Видео, интернет, компьютер, интерактивная доска, раздаточный материал

6. Ход занятия:

Part of the lesson/ Time	Teacher’s activity	Student’s activity	Assessment	Resources
Beginning of the lesson Pre-learning «Brainstorming» method	GREETINGS T: Good morning, students! How are you! Are you ready to study? S1: Of course! We are ready. S2: Yes, without saying. Warm-Up Start with a discussion about travel. Ask students: - How do you like to spend your time on vacation? - What places would you like to visit? - What is important to you when planning a trip? Write key ideas on the board. Preliminary Tasks Task 1: Vocabulary Overview Introduce key vocabulary: - Itinerary - Travel - Interests - Activities - Personalized Discuss the meanings of these words with the class, using simple definitions and examples. Task 2: Prediction Present the title "Creating Personalized Itineraries." Ask students to predict what the text will be about. Have them write 1-2 sentences about their predictions. Reading Distribute the text about creating personalized itineraries. Allow students to read the text individually or in pairs, focusing on understanding the main ideas. After Reading Task 1: True or False** Ask students to determine whether the following statements are true (T) or false (F). Have them circle their answers. Task 2: Short Answer Questions Ask students to answer the following questions in complete sentences: Task 3: Fill in the Blanks Provide sentences with blanks that students need to fill in using words from the vocabulary list: Task 4: Group Discussion In small groups, have students discuss the following questions: - What itinerary would you create for your ideal trip? - What places and activities would you include? - Why do you think it is important to have the option to choose? Review and Conclusion Discuss the answers to the "True or False" statements and the short answer questions as a class. Share some thoughts from the group discussions. Encourage students to think about how personalized itineraries can make their travels more enjoyable and memorable.		Descriptor: -answer the 1st-question - answer the 2 nd-question. - answer the 3 rd-question. Total: 3points Encourage Ss who can name object that is connected with new lesson.	Whiteboard - Printed handouts with vocabulary related to travel and sustainability - Examples of travel itineraries - Vocabulary list related to travel
Middle of the lesson Presentation part.			- Monitor individual participation during the matching activity and role-plays to ensure students are using vocabulary correctly.	Paper and pens for notes - Pre-prepared discussion questions
			Descriptor: -say definitions correctly -pronounce the words correctly. Total: 2point	Whiteboard Poster
			Descriptor: - Informal assessment through participation in listening, discussions, and sharing opinions.	Whiteboard Examples of short articles on confidence
End of the lesson. Reflection			Monitor participation during group discussions and ensure students are using vocabulary correctly. Evaluate the homework assignment for clarity and relevance.	Whiteboard

Text: Creating Personalized Itineraries

Creating personalized itineraries is a great way to make your trip unique. You can choose places that interest you and add optional activities, such as tours, workshops, or sports. This allows you to learn more about the culture and traditions of the country. Personalized itineraries help make your travel experience more enjoyable and memorable.

Task 1: True or False

Determine whether the following statements are true (T) or false (F). Have them circle their answers.

1. Personalized itineraries make travel unique. _____

2. All itineraries are the same and cannot be changed. _____

3. You can add optional activities to your itinerary. _____

4. Personalized itineraries do not help you learn about the culture of a country. _____

Task 2: Short Answer Questions

1. What is a personalized itinerary?

2. Why is it important to consider your interests when planning a trip?

3. What optional activities would you like to add to your itinerary?

Task 3: Fill in the Blanks

1. Personalized _________allow you to choose places that interest you.

2. You can add __________activities, such as tours or workshops.

3. This helps you learn more about the ___________________of the country.

Task 4: Writing

1. What itinerary would you create for your ideal trip?

2. What places and activities would you include?

3. Why do you think it is important to have the option to choose?