Org
moment.
Greeting with students. Talk
with duty
Warm
up.
Dividing into groups by
choosing letters
“T-R-A-V-E-L” and
“T-O-U-R-I-S-M”
9.3.4.1 Activity 1.
P.W
Tell learners that they should
list types of transport in pairs. Model the first example to the
learners. Write learners’ ideas on the board. Answer the question
Which is your favourite one?Why?
Drill the pronunciation of
certain words if necessary.
Discriptor: *write different
transport
*compare with
partner
*answer the
question
*explain it in
pairs
Assessment: Peer
assess
Plane-answers are
correct
Train-answers are correct, but
need some fix
9.2.7.1 I.W. Listening gap
fill Handout 1
Learners listen to the text
about “Tourism” and fill the gaps.
Tourism has _____________________ the past
few decades. It is actually quite a new thing. It
_____________________ fifty years ago. The only people who
travelled then were rich, and they _____________________. I guess
tourism started in the late 60s and early 70s when airplane travel
became cheap. The _____________________ suddenly became very
_____________________. Everyone wanted their two weeks of sun in
the summer. Tourism today is a multi-billion-dollar industry. There
_____________________ the Earth untouched by tourism. The number of
tourists _____________________. Millions of people from Russia,
India and China are now taking vacations. Tourism really is making
the world a global village. I’m not sure _____________________ or a
bad thing.
Descriptor:
* listen to
attentively
*find appropriate
words
*fill in the
gaps
Assessment: Teacher
assess
Money- with full correct
answer
Ticket- not full answer,
teacher’s feedback with suggestions
9.4.5.1 (P, W)Pre-
reading
Before learners read the text,
it is necessary to pre-teach some words such as
landmarks, dog sledding,
yak adventures, elephant
encounters, camel rides, adorable, stunning.
Teacher can teach these words
explicitly by giving them the definition and showing the picture
and sample sentence. Encourage learners to write these words in
their dictionaries or make worksheets for
them.
Ask concept-checking questions
and drill the words with the whole
class.
Show learners the Ethical
animal tourism which are going to be presented in the adverts. Ask
learners whether they can recognize the place and also brainstorm
what people can do.
(I, W)
Reading
Learners read the texts for
the first time and know new Ethical animal tourism. Learners work
individually and read the text again. Then they work in pairs and
complete the table as many words where they need to write the
differences of two types of transport. They should answer the
questions by choosing one type of the
holiday.
(P,R )
Post-reading
If some learners volunteer to
share their opinions, encourage them to do
so.
A
-level.
Learners read the advert
and make sentences, as in the
example:
If you go to Finland, you can
go dog sledding
If you go to Mongolia, you can
ride …..
Des: A
learner
*read the
text
*make
sentences
Assess: Each answer clearly
connected with text is one Elephant
Each answer middle connected
with text is one Camel
B-level. Answer the
questions
-What type of holidays from
adverts would you choose? Why?
- What’s the difference
between technical and natural
transport?
Discriptor: * read the
text
* answer the questions with
reasons
Assessment:
Comments
“Husky” – well
done
“Yak”-
awesome
C-level.
Discuss and compare the
advantages and disadvantages of two types of transport (technical
and natural )
Descriptor
*A learner read the
text
*Discuss in whole class with
arguments
Assessment
Each reasonable answer with
arguments is one “Motorbike”’
Each reasonable answer with
little bit arguments is one
“Bycicle”
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