Types of holidays 8 grade

Unit 7. Travel and Transport

School:

Date:

Teacher name:

Class: 8

Number present:

Absent:

Theme of the lesson:

Types of Holidays

Learning objectives(s) that this lesson is contributing to

8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts

Lesson objectives

Learners will be able to:

• list type of holidays

• identify what holidays are being advertised

• underline the key words in texts

• identify and explain what type of holiday people prefer

• describe their preferences for holidays

Assessment criteria

Learners have met 8.3.7.1 objective if they can describe their preferences for holidays.

Learners have met 8.4.2.1 objective if they can identify what type of holiday people prefer.

Value links

Responsibility, respect

Cross curricular links

Kazakh and Russian languages

Previous learning

Travelling

PLAN

Planned timings

Planned activities

Resources

Beginning

10 min

Middle

10 min

18 min

(P, W) Warm up

Tell learners that they should list types of holidays in pairs. Model the first example to the learners. Write learners’ ideas on the board. Give them the vocabulary sheet and ask them to tick the types of holidays which they have mentioned. Ask them to circle the types of holidays they had or would like to have with their family or friends.

Drill the pronunciation of certain words if necessary.

Ask learners to listen to the travel ad and identify the types of holidays which are advertised.

(P, W) Pre- reading

Before learners read the text, it is necessary to pre-teach some words such as landmarks, excitement, stunning, spectacular, beachfront, facilities, accommodation, catch a glimpse, once-in-a-lifetime.

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 places which are going to be presented in the adverts. Ask learners whether they can recognize the place and also brainstorm what people can do in each type of holiday.

(I, W) Reading

Learners read texts about visitors and underline the key words. Then they read the adverts and underline anything that matches up with what the people want. Model the first text with the whole class.

Differentiation: less able learners match people with the most suitable holiday while more able learners answer open-ended questions.

Discuss the answers with the whole class. Ask learners to use texts to explain answers.

If you have some time left, ask learners the folloing question:

• What type of holidays from adverts would you choose? Why?

Power Point presentation

Upstream Pre-Intermediate Student’s book

Handout 1

Handout 2

End

2 min

Reflection

Ask learners to answer these questions before they leave the class:

• What did you find most difficult today?

• What did you find most interesting today?

It can be in the format of exit slips.

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 links

Differentiation by support

Differentiation by task

Teacher can formatively assess learners’ reading.

Make sure cords are not tripping hazard.

Switch off the active board if you do not use it.

If learners are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Reflection

Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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?