Open Lesson Module 9. Independent project

Discipline

«Foreign Language»

(Social and Humanitarian Direction)

Module/unit

Module 9. Independent project

Theme of the lesson

Amazing places/ Simply unforgettable

Teacher

__________

Date:

General information

Type of the lesson

Assimilation of new knowledge, combined lesson

Lesson objectives

• understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

• understand main points in extended texts on a range of unfamiliar general and curricular topics

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

Assessment Criteria

Learners will be able to:

• identify the most interesting places in the world;

• elicit the importance of travelling;

• make advertising tour guide for tourist’s making a poster.

Resources

https://www.youtube.com/watch?v=7dkS1Bv9uMM

PROGRESS OF THE LESSON

Stages of the lesson

Planned lesson activities

Resources

Start of the lesson

(call stage)

20 min

1. Organization moment.

Goal: Increasing students` psychological motivation.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations.

-«The wish flower» method helps to start the lesson with good wishes to each other

T: Students tell each other the phrase «I’m happy to see you. I wish you ...»

S1: I believe you can do the best in this lesson.

S2: Yes, I can! I believe you can answer all the teacher`s questions.

II. Updating of prior knowledge

Answers to homework questions

The topic is “Less is more”, using the link of Wordwall.

Appendix 1

https://wordwall.net/ru/resource/64502486

Mid-lesson

(Comprehension stage)

55 min

3. Learning new material

I show the students the photos of the picturesque places. Students predict the topic of the lesson.

• Brainstorming

Leading questions:

What do you think will be the main theme of today’s lesson?

Have you ever been to amazing places?

What amazing places have you been to?

What makes the place amazing?

What impressed you at all?

Introduce students to the topic and objectives of the lesson.

Dividing into groups

I divide the students into 4 groups choosing flags of countries: Egypt, Jordan, Kazakhstan, and China. We choose a leader of each group. The leaders choose the countries by Circle.

Presenting new vocabulary.

TPR method

Explicit teaching of vocabulary. Teacher explains new words related to the topic using “Definitions” method. It’s a verbal explanation, giving synonyms, antonyms, or superordinate terms, giving a full definition.

New words to learn:

Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up

squeeze (v): to go through a small space by squashing your body

feast (n): a large meal

winding (adj): moving from side to side

at my own pace (phr): as fast or as slow as I want

mouth-watering (adj): of food that looks or smells delicious

ruins (n): the remains of an old building

carve out of (phr): to cut sth out of sth

bustle (v): to move quickly and busily

marvel at (phr): to be amazed by

passionate (adj): showing strong interest in a subject

maze (n): a system of paths bordered by high hedges; a puzzle to solve

bridge (n): a structure over a river, road or railway to allow people and vehicles to cross from one side to the other

LISTENING

Task 1.Pre – listening

• Group work

This activity helps to develop critical thinking.

Task 2. While listening

• Video watching

Skimming

I demonstrate the video on the topic of “Simply unforgettable”. Students watch the video and do some tasks.

Task 3. Post – listening

1. True or False

Listening for detailed comprehension.

Task for low motivated students. Tasks for high motivated students.

After watching the students answer YES or NO questions and concept checking questions.

1. What is Nile?

2. Is Egypt depended on Nile?

3. Who carved buildings in Petra?

4. How many buildings survived in Petra?

5. Where is the garden of happiness?

6. Why did Pan Yunduan build this garden?

7. What is the height of Khan Shatyr?

8. Is Khan Shatyr is the greenest building in the world?

Retelling from the video

To consolidate students’ knowledge on understanding the above given lexis by identifying from the context. Teacher asks to retell what they have understood.

Task 4. Reading task. Reading activities integrate other skill such as speaking

Before starting reading I will distribute KWL charts to each group. Before reading they fill in the W and K columns. After discussions they fill in the L column.

Text based approach

Scaffolding: Support students understanding by different learning styles as visualizing and kinesthetic activities.

Extensive reading approach

The groups read the texts. Scanning method. After reading students do drill exercises.

1 GROUP EGYPT

TEXT

I'd gone to Cairo the capital city of Egypt for a business meeting, but I had some free time so I decided to explore the city. As soon as I stepped outside my hotel, my senses were awakened: loud beeps from cars trying to navigate through the traffic; donkey carts and vendors selling their goods on the side of the streets; crowds of people squeezing past the busy coffee houses that lined the narrow streets. This was definitely an incredible feast for the senses! I, however, wanted to move away from the chaos in front of me, which is why I decided to wander around the winding alleys at my own pace. I'm really glad I did this, as I found some amazing cafés with mouth-watering local food that I will never forget.

2 GROUP JORDAN

TEXT

In the middle of the desert, hidden away from the rest of the world, are the magnificent ruins of the ancient city of Petra in Jordan. The whole city was carved out of the pink rock almost 2,000 years ago. I'd always wanted to go somewhere off the beaten track, and this archaeological site was a dream come true. The time flew by, but I had just enough time to buy some hand-made souvenirs from the stalls around the site. There was no way I was going back without something to remind me of this unique tourist attraction.

3 GROUP CHINA

TEXT

With nearly 25 million inhabitants, it was no surprise to see the streets of Shanghai bustling with activity, energy, colour and lights. The blend of western and oriental cultures is very noticeable here: from the elegant skyscrapers and the branded shopping stores to the traditional Shanghai buildings in the old town. People can even board a ship to marvel at the modern and traditional sights. What I really enjoyed about Shanghai though, was the peaceful Yu Yuan Gardens. I've never been passionate about gardens until now. It was like a maze full of Chinese pavilions, ponds and bridges and, in my opinion, one of the places that makes Shanghai unique.

4 GROUP KAZAKHSTAN

TEXT

I try hard to separate my work as an architect from my personal life. But while on holidays in Astana in Kazakhstan, I couldn't. The whole city is an architect's dream. Its skyline is filled with landmark buildings by well-known architects. There are Asian, Western, Soviet as well as futuristic styles, which add to the modern and bright feeling of the city. I spent almost a whole day admiring the Khan Shatyr Entertainment Centre, trying to figure out how a 150-metre tent-like structure has the same temperature all year round. By the end of my trip, I was exhausted but I'm happy I got to see this amazing city and witness its remarkable architecture.

Task 5. Speaking

Students read the text aloud, then do tasks:

• CCQ The teacher asks CCQ in order to identify the comprehension level of reading text “Amazing Places”. These questions include asking for the definition of Amazing places and the importance of travelling.

• Yes\No questions

1 GROUP EGYPT

Concept Checking Questions:

1. Purpose of the trip: Why did the author initially go to Cairo? (for a business meeting)

2. Free time decision: What did the author decide to do during the free time in Cairo? (to explore the city)

3. Initial sensory experiences: Describe the initial sensory experiences the author had when stepping outside the hotel. (senses were awakened)

4. Escape from chaos: Why did the author decide to wander around the winding alleys? (wanted to move away from the chaos)

5. Personal discovery: What did the author find while wandering around the alleys? (found some amazing cafés)

Yes or No Questions:

1. Did the person go to Cairo for a business meeting? (Yes)

2. Did the person have some free time during the business trip? (Yes)

3. Were there loud beeps from cars in Cairo due to heavy traffic? (No)

4. Were donkey carts and vendors selling goods present on the streets of Cairo? (Yes)

5. Did the person find the city to be an incredible feast for the senses? (Yes)

2 GROUP JORDAN

Concept Checking Questions:

1. Location of Petra: Where is the ancient city of Petra located? (In the middle of the desert)

2. City construction: How was the city of Petra created or built? (was carved out of the pink rock)

3. Personal desire: What was the author’s long-standing desire mentioned in the text? (to go somewhere off the beaten track)

4. Souvenir purchase: Why did the author decide to buy hand-made souvenirs? (to remind him about his trip)

5. Unique attraction: In the author’s opinion, what makes Petra a unique tourist attraction? (carved buildings)

Yes or No Questions:

1. Is Petra located in the middle of the desert? (Yes)

2. Were the ruins of Petra carved out of pink rock around 2,000 years ago? (Yes)

3. Did the person have a desire to visit a place off the beaten track? (Yes)

4. Was the archaeological site of Petra a dream come true for the person? (Yes)

5. Did the person have time to buy hand-made souvenirs from stalls around the site? (Yes)

3 GROUP CHINA

Concept Checking Questions:

1. Population of Shanghai: How many inhabitants does Shanghai have, according to the text? (Nearly 25 million inhabitants)

2. City atmosphere: How is the atmosphere described on the streets of Shanghai? (Bustling with activity, energy, colour and lights)

3. Cultural blend: What evidence in the text suggests a blend of western and oriental cultures in Shanghai? (The elegant skyscrapers and the branded shopping stores)

4. Transportation option: What unique mode of transportation is mentioned for viewing modern and traditional sights in Shanghai? (Ship)

5. Unique feature of Shanghai: According to the author, what makes Shanghai unique? (Yu Yuan Gardens like a maze full of Chinese pavilions, ponds and bridges)

Yes or No Questions:

1. Does Shanghai have nearly 25 million inhabitants? (Yes, it has)

2. Was the person surprised to see the streets of Shanghai bustling with activity, energy, color, and lights? (No, he wasn’t)

3. Can people board a ship to marvel at modern and traditional sights in Shanghai? (Yes, they can)

4. Did the person enjoy the peaceful Yu Yuan Gardens in Shanghai? (Yes, he did)

5. Do Yu Yuan Gardens have Chinese pavilions, ponds, and bridges? (Yes, it does)

4 GROUP KAZAKHSTAN

Concept Checking Questions:

1. Profession of the author: What is the author’s profession mentioned in the text? (architect)

2. City description: How is Astana described from an architect’s perspective? (The whole city is an architect's dream)

3. Architectural styles: What variety of architectural styles is mentioned in the text? (Asian, Western, Soviet as well as futuristic styles)

4. Architectural inquiry: What aspect of the Khan Shatyr Entertainment Centre intrigued the author? (how a 150-metre tent-like structure has the same temperature all year round)

5. Overall impression: What is emphasized as remarkable about Astana in the author’s perspective? (remarkable architecture)

Yes or No Questions:

1. Did the person manage to separate work and personal life while on holidays in Astana, Kazakhstan?

2. Does Astana showcase Asian, Western, Soviet, and futuristic architectural styles?

3. Did the person spend almost a whole day admiring the Khan Shatyr Entertainment Centre in Astana?

4. How long is the tent-like structure of the Khan Shatyr?

5. Did the person leave Astana feeling exhausted but happy to witness its remarkable architecture?

• Match the words

Group work. Functional literacy development.

After doing tasks I distribute them posters and pictures of their countries. Using them they should make an advertising tour guide for a tourist.

The persons who were made by AI ask the students to recommend where to go or any travel advice for an enriching travel experience. The students should use Internet and find out information of those given pictures and describe them advertizing those places. They should attract the tourist.

Developing critical skills. Each team discuss about their country. Prepare a poster that advertizing their countries, students make tour guide for visitor’s using map. Students give feedback, short discussion about Amazing places in the world and the most interesting places in Kazakhstan.

Appendix 2

(picturesque places)

Appendix 3

(vocabulary)

Appendix 4

https://www.youtube.com/watch?v=XaOvZ8_ZrUM

(Simply unforgettable)

Appendix 5

TEXT

EGYPT

Appendix 6 TEXT

JORDAN

Appendix 7 TEXT

CHINA

Appendix 8 TEXT

KAZAKHSTAN

Appendix 9

EGYPT

https://wordwall.net/ru/resource/64526073

Appendix 10

JORDAN

https://wordwall.net/ru/resource/64558892

Appendix 11

CHINA

https://wordwall.net/ru/resource/64559521

Appendix 12

KAZAKHSTAN

https://wordwall.net/ru/resource/64561079

Appendix 13

https://learningapps.org/watch?v=pfhzapcq323

Learningapps

End of the lesson

15 min

Feedback

1. What have you learnt from today’s lesson?

2. What new information have you learnt about each country?

3. What are the benefits of travelling?

Teacher Observation Card

Reflection

What emotions do you feel?

Positive emotions: joy, success, satisfaction, happiness, admiration, proud, surprise

Negative emotions: unsatisfaction, boredom, sadness, fear, anxiety, irritation

Why?

Because I …

… was (not) bored

… worked hard

…didn’t relax

… answered properly

…was active, emotional

…fulfilled the task

…received reward (a good mark)

VI. Homework:

1. Collect information about your holiday destination in your country; (for students with special education needs)

2. Compare one of the tourist attractions in the text to one tourist attraction to your country and speak about it.