Travel 10 сынып

Grade: 10

Number present:

absent:

Topic of the lesson

Travel

Language objectives of Module 3

• read an extract from a travel book, a magazine article, a report and tourist information

• talk about travel and do travel roleplays; practise travel situations

• listen to monologues, airport announcements, travel situations and tourist problems

• write a report about tourism in your area

• learn about the Present Perfect Simple and Continuous and pronouns

Lesson objectives

All learners will be able to:

• use new words related to travelling and transport;

• be active in creating a brochure or a poster in group work

Most learners will be able to:

• use new words related to travelling and transport;

• be active in creating a brochure or a poster in group work

• give ideas in an arrangement of a brochure or poster

Some learners will be able to:

• use new words related to travelling and transport;

• be active in creating a brochure or a poster in group work

• give ideas in an arrangement of a brochure or poster and introduce it to another group.

Assessment Criteria

The student has achieved the objectives if:

• learn new words related to travelling

• create a brochure or poster

• give ideas to make it

• understand the audio extract of five people, who are talking about their travelling experience

Module objectives

Draw students' attention to the Module Objectives and ask them which of these activities are new. For example, they may have read magazine articles but not a report.

Value links

Life-long learning, Patriotism & Internationalism

Previous learning

They do some grammar; vocabulary and listening tasks to review materials learnt during Module 2

Cross – curricular links

Travelling; Adventure

Use of ICT

Laptop; CD

Planned timings

Planned activities

Resources

Start

(W/I)

10 min

Checking their HW

Warm-up

Greet the students

(check their attendance and ask several questions about their mood and weather)

*Check their homework asking them to make up sentences according to the notes.

Brainstorming

Ask them to choose a piece of paper and decide which group they are in. They should these pieces together and give introduction to the picture they have at the end.

Team #1 summer camp, France Team #2 Sydney, Australia

Team #3 Scopelos, Greece

Student’s Book Ex 4

Yandex.kz/images

Middle

25 min

(W/T/I)

Vocabulary work (W/I)

•Students use the Mini-dictionary to check the meaning of the Key Words. Check students' pronunciation of the Key Words.

•Students look at the photos and use the Key Words to identify the types of transport (helicopter, yacht, motorcyclist, hovercraft, balloon).

• Read through the instructions. Say an example sentence for each situation and point out the verb forms used, e.g.
I've been on a motorbike a couple of times. It was great! I get the bus to school every day. I'd like to go on a yacht. Point out the verb forms used in the sentences. Give students time to think of their own sentences.

• Students work in pairs, saying their sentences. Monitor and check the verb forms and use of the Key Words.

KEY WORDS: Transport

Verbs: go on foot; go by bus/train/plane; go on a bus/train/ship/car /tram; go in a lorry/taxi/car

Types: balloon, ferry, helicopter, hovercraft, lorry, ship, the underground, van, yacht

People: commuter, cyclist, lorry driver, motorist, motorcyclist, passenger, pedestrian

Making a brochure (T)

• Read through the instructions. Ss should read the people’s comments about places, where they have recently been. They need to read that and prepare a brochure or a poster of that place, advertising this place.

• Students work in groups, paying attention to the resources given by the Teacher. T. monitors and controls the work.

Brochure requirements:

• Name of the travel destination.

• Dates of the trip.

• Daily entries about the trip.

• Personal comments by travel companions.

• Fun titles at the beginning and at the end of the journal.

• Photographs and captions.

• Postage stamp (cultural artifact) on the second page.

• It should be concise and accurate.

• They have special assessment rubrics. They can assess each other according to it.

Listening for gist (W/I)

• Play the recording twice for students to identify the five people in the Key Words in Exercise 1.

Answers

1 lorry driver 2 pedestrian 3 cyclist 4 motorist 5 commuter

Tapescript

1 Well, I usually start work at about six in the morning. I don't usually do long distances - the furthest I drive is about a hundred miles. It's very stressful, know what I mean? Driving all day. And the traffic's really bad nowadays, much worse than when I started. Traffic jams everywhere ...

2 Look at them! Cars parked everywhere. Crossing the road is really dangerous nowadays. People drive so fast. I was going across the road the other day with my grandson and suddenly this big lorry came along and nearly hit us. And the pollution, it's really terrible these days ...

3 People say I'm mad, 'cos I always ride to school. I love going on my bike and actually it's much quicker than the bus or even a car because the traffic's so bad these days. And it keeps me fit, doesn't it?

4 I know I use it too much but the public transport is terrible where I live. We live out of town, you know, and I need to get in the car to go shopping, to go to work, to take the kids to school.

5 I try to get the 7.25 so I have to get up early and walk to the station. The problem is that the trains are so unreliable these days. They're often late or cancelled. But I suppose it's better than driving. At least I can read the newspaper on my way to work. By the time I get off in London I've read most of it.

Option

• When students have checked the answers, you may wish to play the recording again for more intensive comprehension work. For example:

- after the first speaker, ask: What time does he start work? How far does he drive?

- after the second speaker, ask: What happened when the woman was crossing the road with her grandson?

- after the third speaker, ask: The speaker talks about the advantages of cycling. What are they?

- after the fourth speaker, ask: What does she use her car for?

- after the fifth speaker, ask: How does the speaker get to the station? What are the problems with the trains? What does he do during the journey?

Student’s Book resources

CD

Photos

Reflection / conclusion

5 min

Homework

Work book ex/s

Reflect, Revisit Learning Goals &Check with Questions

• Ask students the mini thinking/reflection questions

• Ask students to reflect on if they feel they have achieved the learning goals& what they liked/didn’t like about the lesson

Additional information

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

Assessment – how are you planning to check learners’ learning?

Cross-curricular links

Physics, History
Critical thinking

Values links

• Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task

• Allow for extra time for students needing it, when appropriate

• Use dictionary to translate unknown words

• Monitor the activities and taking notes about individual need of the learners;

• Assessment in group

• Travel brochure rubrics

The lesson is linked with Geography and Sport

Critical thinking abilities of students will be developed using audio extracts and sharing with ideas about travelling.

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 this lesson about the class or individuals that will inform my next lesson?