Unit: 8

Travel and tourism

Teacher’s name:

Konarova A.

Date: 02.05

Class:

Number present:

Number absent:

Theme of the lesson

Travel and tourism. Walking the Amazon

Learning objective (s)

9.4.5.1 deduce meaning from context in extended texts on a range of familiar general and curricular topics;

9.4.7.1 recognise typical features at word, sentence and text level in a wide range of written genres;

Lesson objectives

• Deduce meaning from context in extended texts

• Recognise typical features at word, sentence and text level

Plan

Stages of the lesson

Teacher’s activities

Students’ activities

Assessment

Resources

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm-up

Presentation

• A. Discuss.

• Do you enjoy walking? Why / Why not?

• What’s the furthest you have ever walked? What was it like?

Open

answers

Prediction based on the title, pictures. Skimming.

• Ask Ss to look at the pictures accompanying the text and tell you what they can see (a map and a scorpion).

• Ask Ss to guess what the text will be about. Elicit answers, but do not correct Ss at this stage.

• Draw Ss’ attention to the options a–c.

Explain that they are going to choose the

best title for the text. Point out that more

than one option may be true according to

the text, but they should choose the one

that best summarises the text.

• Ask Ss to read through the text and

underline any unknown words at the

same time.

Students work in pairs to guess the text will be about.

Verbal Assessment

Textbook

Practice

Ending the lesson

Feedback

Recognition exercise

• Have Ss choose the best title for the text.

• Check the answers with the class.

• Ask Ss to provide justification for the

answers and also tell you why the other

two options were not correct.

Writing practice

• Draw Ss’ attention to the TIP and explain it

to them.

• Have Ss do the activity.

• Check the answers with the class. Ask Ss

to provide justification for their answers

by referring to the corresponding parts in

the text.

Discuss.

• Would you like to try what Ed Stafford did? Why / Why not?

• Do you know of any other people who have been on incredible

expeditions?

Descriptor:

A learner:

• uses imagination to express thoughts, ideas, experiences and feelings.

• presents his/her information to the class.

• chooses the right answers.

KEY

The best title is c. because Ed Stafford

wanted to walk the Amazon. He didn’t

make a journey across the Amazon (a)or save the rainforest (b).

KEY

1. b 2. c 3. d 4. a 5. a

Peer Quizzes

Peer Quizzes: Students can write their own questions about the content and then quiz each other. They would also spend time going through the incorrect answers with each other to heighten their understanding.

Homework

W/B p.2-3

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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?