Student Self-Assessment Checklist Student

Unit of a long term plan

Unit 8 Travel and tourism

Lesson plan 81

School:

Date:

Teacher’s name:

Class: 9

Number absent:

Lesson title

Language Focus: Will / to be going to. p. 95

Learning objectives(s) that this lesson is contributing to

9. C5 use feedback to set personal learning objectives

9. C7 develop and sustain a consistent argument when speaking or writing

9. L 6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. S4 respond with flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics

9. S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics

9. S8 recount extended stories and events on a wide range of general and curricular topics

9. R7 recognise typical features at word, sentence and text level in a wide range of written genres, including some which focus on unfamiliar topics

9. W3 write with grammatical accuracy on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

· *develop speaking skills through communication about holidays;

· *improve reading skills through recognising typical features at word;

· *write the plan of future activities.

· Most learners will be able to:

· * Select, compile, and synthesize information from the reading passage for an oral presentation.

Some learners will be able to:

*Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

*Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· *Apply topic related vocabulary in speech with grammar accuracies.

Value links

Cooperation, respect each other's opinion, functional literacy, love to people and a Motherland.

Crosscurricular links

 Social Science, Psychology, Geography, Information Technology, History.

Previous learning

Talking about the tips for travelling.

Useof ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss experiences in different countries.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict thetopic of the lesson.

To be going to/ will

Warm up. Free talk about a difference between to be going to and will.

The Sts. need to find out if there is a plan or intention or unexpected decision.

Why shouldn’t you play your mp3 player? – You will annoy travel companions.

It is raining. You are going to get wet.

Slide (useful phrases).

Pictures

PPT

Student Book p. 95

Pictures

PPT

Slide (useful phrases).

Main part

Complete the sentences. Ex. 1 p. 95.

The Rule about will/ to be going to. (Pair work).

Ex. 2- 3 p. 95. Do these exercises in pairs.

Students study a short a dialogue and answer some questions. After this, students give answers to a number of questions which elicit either 'will' or 'going to'. Finally, students get together for some small talk to practice.

Dialogue Exercise 1: The Party

Martha: What horrible weather today. I'd love to go out, but I think it will just continue raining.
Jane: Oh, I don't know. Perhaps the sun will come out later this afternoon.

Martha: I hope you're right. Listen, I'm going to have a party this Saturday. Would you like to come?
Jane: Oh, I'd love to come. Thank you for inviting me. Who's going to come to the party?

Martha: Well, a number of people haven't told me yet. But, Peter and Mark are going to help out with the cooking!
Jane: Hey, I'll help, too!

Martha: Would you? That would be great!
Jane: I'll make lasagna!

Martha: That sounds delicious! I know my Italian cousins are going to be there. I'm sure they'll love it.
Jane: Italians? Maybe I'll bake a cake...

Martha: No, no. They're not like that. They'll love it.
Jane: Well, if you say so... Is there going be a theme for the party?

Martha: No, I don't think so. Just a chance to get together and have fun.
Jane: I'm sure it'll be lots of fun.

Martha: But I'm going to hire a clown!
Jane: A clown! You're kidding me.

Martha: No, no. As I child, I always wanted a clown. Now, I'm going to have a clown at my own party.
Jane: I'm sure everyone will have a good laugh.

Martha: That's the plan!

Follow-Up Questions:

· What do they think about the weather?

· What does Martha have to share?

· What are Peter and Mark going to do?

· What does Jane offer to do?

· How does Jane react to the news about the Italian cousins?

· What special plan is there?

· Why does Martha want a clown?

· Does Martha know exactly how many people are going to come? If yes, how many. If not, why not?

· How does Jane think people will react to the clown?

· Is there a theme for the party?

LEXICAL TASK: think about an ideal place to live and make up sentences using will / to be going to.

Ex. 5: In my ideal place we are not going to have factories. We’ll make our life interesting.

DESCRIPTION OF THE IDEAL PLACE.

Use active words and phrases. Make posters in groups of 3.

Student Book p. 95

Writing

Worksheet

Pictures

PPT

Writing

Worksheet

Giving the home task. W. B. p. 63

Students express their attitude to the lesson and give self-assessment using the method: “ Six thinking hats ”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide " Six thinking hats"

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?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 8 Travel and tourism

Lesson plan 82

School:

Date:

Teacher’s name:

Class: 9

Number absent:

Lesson title

Travel: verbs

Learning objectives(s) that this lesson is contributing to

9. C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9. C6 organise and present information clearly to others

9. L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. S3 explain and justify their own and others’ point of view on a range of general and curricular topics

9. W3 write with support factual descriptions at text level which describe people, places and objects

9. UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

· Identify the theme, study a model report, facts in the reading passage and use them as the basis for discussion.

· Transfer information from the reading passage into a graphic organizer(mind - map).

· Offer constructive peer-feedback using rubric.

Most learners will be able to:

·Select, compile, and synthesize information from the reading passage for an oral presentation.

Some learners will be able to:

*Respond to and discuss the reading passageusing interpretive, evaluative and creative thinking skills and compare facts with Kazakhstan.

· *Demonstrate the ability to find correct information without any mistakes;

*Apply topic related vocabulary in speech with grammar accuracies.

Value links

Cooperation, respect each other's opinion, functional literacy, love to Motherland.

Crosscurricular links

Social Science, Psychology, Geography, Information Technology, Geography, Astronomy.

Previous learning

Talking about future plans and intentions.

Useof ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss places to travel in different countries.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

1. Leading-in stage (W)

Teacher greets students and asks question:

How are you today?

2. Interactive Starter (W)

Teacher shows the pictures of the spaceships and students should guess the topic of the lesson.

MOON - Planet

3. Teacher tells the students the objectives of the lesson

- Ask and answer personal questions with some support

- Use some topic vocabulary to create 5-6 sentences

- Explain the importance of going to other planets and to the Moon.

Warm-up “A Five Minute Activity” (I). Free talk about the planet we live and travelling to the planets... Give only adjectives and its synonyms and opposites.

fashionable historical high low    old modern  busy noisy quiet   peaceful crowded deserted wide  narrow polluted clean dirty  fancy   shabby   safe  unsafe scary dangerous   industrial interesting  uninteresting cosmopolitan tasty delicious   special cheap expensive lively sunny cloudy romantic populous  impressive dynamic amazing awesome hectic outstanding  bustling  spicy     exotic    cold       pleasant unpleasant luxurious  derelict  traditional friendly unfriendly growing    rude arrogant dry busy old-fashioned heavy typical  tolerant easy-going stressful rainy unusual   

Slide (useful phrases).

Pictures

PPT

Board, lesson objectives

PowerPoint Presentation (see the attached file)

Slide (useful phrases).

Writing

Worksheet

Video file

Main part

LEXICAL TASK: Ex. 1 p. 96.

Answers: 1. fasten; 2. Set off; 3. Stop off; 4. Board; 5. turn back; 6. Come across; 7. Book; 8. Check in.

Listening and Reading tasks:

Task 1(W)

Listening and Speaking tasks. Task 2.

Listen to another announcement” The tourist special to Jupiter” and compare with the first one.

The Sts. listen and answer the questions. Ex. 3 - 4 p. 96.

Task2 (G)

After these exercises, students brainstorm what sightsthey can see on the Moon. Students must use appropriate adjectives writing the announcement for a sightseeing trip to the moon.

Each group writes their ideas on the board, the group with the most ideas wins. Activate: Ex. 5 p. 96.

Student Book p. 96

CD. 3. 13

CD. 3. 14

Teacher's Book p. 118

Pictures

PPT

Student Book p. 96

Giving the home task.

W. B. p. 64

Students express their attitude to the lesson and give self-assessment using the method: “ Six thinking hats ”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide " Six thinking hats"

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?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 8Travel and tourism

Lesson plan 83

School:

Date:

Teacher’s name:

Class: 9

Number absent:

Lesson title

Present Simple and Continuous for future

Learning objectives(s) that this lesson is contributing to

9. C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9. C2 use speaking and listening skills to provide sensitive feedback to peers

9. S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics general and curricular topics

9. W2 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics

9. W3 write with support factual descriptions at text level which describe people, places and objects

9. UE3 use a growing variety of adjectives and regular and irregular comparative and superlative adjectives on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

· understand the main idea of travel arrangements;

· practise speaking skills through communication and getting information about the future arrangements; improve writing skills through spelling some of the words accurately.

· Most learners will be able to:

· * Select, compile, and synthesize information from the reading passage for an oral presentation.

Some learners will be able to:

*Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· *Demonstrate the ability to find correct information without any mistakes;

· *Apply topic related vocabulary in speech with grammar accuracies.

Value links

Cooperation, respect each other's opinion, functional literacy, love to the native places and wish to find out new places in the world and outer space.

Crosscurricular links

Social Science, Psychology, Geography, Information Technology, History, Astronomy, Physics.

Previous learning

Talking about travelling to other planets.

Useof ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss the exploration of space.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

Warm up.

How can people travel and what will be people’s destination in 50 years?

Slide (useful phrases).

Pictures

PPT

Student Book p. 97

Main part

Listen to the recording on travel arrangements and read along with the conversation. Review the key vocabulary and underline sentences with future meaning. Choose the right answers.

What is the man's destination?

1. a) Salt Lake City, USA b) Helsinki, Finland c) New York City

2. When is the man's departure date?

a) the twenty-second b) the twenty-fourth c) the twenty-third

3. What is the flight number for the second party of his trip?

a) 1070 b) 555 c) 90

4. How long is the man's layover between flights?

a) less than an hour b) less than two hours c) less than three hours

4. The man asks for ________.

a) early check in b) an aisle seat c) a special meal

The Consolidation of Grammar: Present Simple and continuous for future.

In groups, make a cluster of this rule and give the examples of using future actions. Ex. 1. p. 97.

Say some words about this rule: Do Kazakh and Russian languages have the rule of expressing future action?

Task 2 (I)

Students complete the sentences using a rule listening the dialogue. Ex. 2 – 3.

Feedback: Students express their opinions about the arrangements beforehand.

Ex. 2 p. 97.

 Differentiation

Allow less confident learners to give different levels of response (differentiation by outcome)or

Some learners ask and answer a fewer number of questions (differentiation by task).

Task 3 (W). Complete the dialogues and make your own about planning a weekend trip to a city.

Ex. 4 - 5 p. 97.

Creative Exercises: Ex. 6 p. 97.

Writing

Worksheet

Travel Arrangements | Randall's ESL Cyber Listening Lab

https: //www. esl-lab. com/difficult/travel-arrangements/

1.

Pictures

PPT

Student Book p. 97

CD. 3. 15.

CD. 3. 16.

Giving the home task.

W. B. p. 65.

Students express their attitude to the lesson and give self-assessment using the method: “ Six thinking hats ”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide " Six thinking hats"

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?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 8Travel and tourism

Lesson plan 84

School:

Date:

Teacher’s name:

Class: 9

Number absent:

Lesson title

Asking for and giving information.

Learning objectives(s) that this lesson is contributing to

9. S2 ask complex questions to get information about a wide range of general and curricular topics

9. S3 explain and justify their own and others’ point of view on a range of general and curricular topics

9. S4 respond with flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics

9. S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics

9. L 6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. R6 recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

· *develop speaking skills through communication about a travel information;

· *improve reading skills through recognising typical features at word

· *write descriptions given facts about travelling.

· Most learners will be able to:

· * Select, compile, and synthesize information from the reading passage for an oral presentation.

Some learners will be able to:

*Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· *Demonstrate the ability to find correct information without any mistakes;

· *Apply topic related vocabulary in speech with grammar accuracies.

Value links

 Love to people and travelling, Cooperation, respect each other's opinion, functional literacy.

Crosscurricular links

 Social Science, Psychology, Geography, Information Technology, History, P. E.

Previous learning

Talking about travel information.

Useof ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss experiences of travelling in different countries.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

Warm up. People like travelling. But how can they find out the information about the places to visit? What do people usually do? Did you travel a long way?

Slide (useful phrases).

Pictures

PPT

Student Book p. 98

Writing

Worksheet

http: //bit. ly/kidsonlinechannelsubscribe

Main part

Look at the photo and guess: where are the people?

 Ex. 1 p. 98. What is Mary asking?

Answers: They are at the tourist office and she is asking some information.

Listen to the dialogue and do ex. 2.

Answers: 8 pounds.

Differentiation:

Development of Vocabulary(I/P/G)

Task 1(I)

Students complete the dialogue with key phrases: Ex. 3 p. 98.

Read them and put by memory into the dialogue.

In a weaker group: find the phrases in the dialogue and complete them before listening.

Grammar: will for spontaneous decisions

Student Book p. 98

CD. 3. 17.

Pictures

PPT

CD. 3. 18.

Making Decisions Offers Promises ESL Activities Games...

https: //www. teach-this. com › Grammar

Writing

Worksheet

Student Book p. 98.

Teacher's Book p. 120.

Giving the home task. Ex 6(w). p. 98 St. B., W. B. p. 65 (one ex. ).

Students express their attitude to the lesson and give self-assessment using the method: “ Six thinking hats ”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide " Six thinking hats"

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?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 8Travel and tourism

Lesson plan 85

School:

Date:

Teacher’s name:

Class: 9

Number absent:

Lesson title

An email about a visit.  

Learning objectives(s) that this lesson is contributing to

9. C4 evaluate and respond constructively to feedback from others

9. C5 use feedback to set personal learning objectives

9. C7 develop and sustain a consistent argument when speaking or writing

9. L5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. R7 recognise typical features at word, sentence and text level in a limited range of written genres

9. W1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics

9. S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics and curricular topics

Lesson objectives

All learners will be able to:

· *develop speaking skills through communication about the city;

*write an email about a visit using the right grammar.

Most learners will be able to:

* select, compile, and synthesize information from the reading passage for an oral presentation.

*apply, pronounce and spell most target vocabulary accurately in production tasks and integrate with some success in extended writing task

Some learners will be able to:

*respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· *demonstrate the ability to find correct information without any mistakes;

· *apply topic related vocabulary in speech with grammar accuracies;

· *offer constructive peer-feedback using rubric.

Value links

Cooperation, respect each other's opinion, functional literacy, Love to the native places.

Crosscurricular links

 Social Science, Psychology, Geography, Information Technology, History.

Previous learning

Giving information about the place to visit.

Useof ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss experiences in different countries about the sights.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

Warm up. Free talk about your city or a town. Do you like your city? Why? What's your favourite place in the town? Why? The teacher asks Sts. in pairs make a list of favourite places in the town. What are you going to show to your guests from other cities?

Main part

Describe Almaty and its sights.

Describe Almaty and London. Group Work.

Pre-reading stage.

Predicting and guessing. What is written in the email?

Predicting and guessing.

Students move their eyes over the text " My Day" quickly (1 minute). Then they close the book. After that students call out words, phrases they remember from the text, note them. Students work in pairs (1 minute) discuss what the text is about or (create a text using some of the previous written words).

Students express their ideas (1 minute). Ex. 1 -2.

While-reading stage.

Make a plan of their trip to Oxford.

Post-reading stage.

Next, students complete peer-evaluation forms. What linkers are used in the text? Ex. 1 - 3 p. 99.

Look at the email and fill in a table. Ex. 4. p. 99

Write in pairs the plan to show Almaty to your friend.

Use Writing Guide on p. 99.

Giving the home task.

W. B. p. 67

Students express their attitude to the lesson and give self-assessment using the method: “ Six thinking hats ”:

Unit of a long term plan

Unit 8Travel and tourism

Lesson plan 86

School:

Date:

Teacher’s name:

Class: 9

Number absent:

Lesson title

My Country. Travel and tourism. p. 100