30.10.2021

КСП урока английского языка 9 класс. Тема «We Are Tourists»

Толпыгина Г.М.

учитель английского языка

КГУ «Общеобразовательная школа №16»

г.Кокшетау Акмолинская область

Unit Travel and tourism    School:
Term 4              Teacher name:
Class: 9Numberof present:absent:
Lesson titleWe Are Tourists
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)9S.3 Explain and justify their own and other’s point of view on a range of general and curricular topics.   9S.7 Use appropriate subject –specific vocabulary and syntax to talk about a range of general and curricular topics   9R.5 Deduce meaning from context in extended texts on a wide range of familiar general and curricular topics and some unfamiliar topics.   9W.1 Plan, write, edit and proofread work at text level independently on a range of general and curricular topics.
Lesson objectivesBy the end of the lesson all learners will be able to: 1.to give an opinion and prove it using 5-6 topic related vocabulary in their speech 2.to make and dramatize a dialogue with traveling vocabulary and syntax to talk about a range of general and curricular topics 3. to read, identify the specific information from the text of unfamiliar topic with considered teacher support 4.to write an advertisement within 4-5 sentences most learners will be able to: 1.to give an opinion and prove it using topic related vocabulary 7-8 in their speech 2.to make and dramatize a dialogue with traveling vocabulary and syntax to talk about a range of general and curricular topics. 3.to read, identify the specific information from the unfamiliar topic with little teacher support 4.to write an advertisement within 6-7 sentences some learners will be able to: 1.to give an opinion and prove it using 9-10 topic related vocabulary in their speech 2.to make and dramatize a dialogue with traveling vocabulary and syntax to talk about range of general and curricular topics 3.to read, identify the specific information from the unfamiliar topic with no teacher support 4.to write an advertisement within 8-9 sentences
Assessment CriteriaGive and prove their opinion using arguments Make and dramatize a dialogue using travel vocabulary Identify the specific information of the text while scanning Complete the table according to the context Write an advertisement based on the topic
Level of ThinkingApplication High order thinking
Values linksSkills to develop: -respect and tolerance to different points of view -attentive reading -productive team work through collaboration -interest for travelling
Cross-curricular linksGeography  
Previous learningTravel vocabulary
Plan            
Planned timingsPlanned activities (replace the notes below with your planned activities)Resources
Start          1. Greetings Teacher: Good morning. (Students: Good morning) 2. Organizational moment Teacher: Sit down, please. Today we continue our talk about traveling and tourism and we’ll read texts, discuss them and make advertising like real tour agents. (P) 3. Warming up “Make and Act” (check home task) 7 minutes Handouts and materials: cards with tasks, stars, a poster board The aim of this activity is to involve students in the lesson process, develop speaking, traveling vocabulary usage and pair work skills. Differentiation by: task (low-achieving students use convergent questions, mid-achieving students use divergent questions and high-achieving students use referential questions) Teacher uses Warming up, Modelling and RICH. Assessment Criteria: Make and dramatize a dialogue using travel vocabulary Descriptor: a learner 1) asks and answers questions 2) uses proper vocabulary and syntax 3) pronounces words clearly 4) acts the dialogue Peer-assessment according the following criteria: 1) acting skills 2) using proper words 3) clear pronunciation Feedback: oral, student to student a)Teacher: Last lesson I gave you cards with numbers. Come up to me and make pairs 1-1, 2-2,3-3,4-4,5-5,6-6. (6 pairs) b) Teacher gives instructions: Now I’ll give you cards with tasks and you will make and act your dialogues using words from our last lesson. You have one minute to prepare. After acting you will give stars to each pair for their 1) acting skills 2) using proper words 3) clear pronunciation. For example, our pair have a card “Order a transfer”. –Hello, I am John Smith and I want to order a transfer from airport to my hotel. — Hello, Mr. Smith. Name the airport, please. –Heathrow –Flight number and landing time, please. -547, 10.45 –Hotel, sir? –Plaza Hotel Mr. Smith, your order is accepted. Thank you, good bye! Good bye! c)Teacher checks the instructions: Will you have 5 minutes to prepare? (No, 1 minute) Will you work in pairs 1-1,2-2 etc.? (Yes) For what will you give stars (acting skills, proper vocabulary, clear pronunciation). d) Teacher gives cards with tasks (handouts) e) Students make their dialogues and teacher manages time. f) Dialogues acting/Stars giving (students give stars after each pair dramatizing) Teacher: Well done, thank you. Take your sits, please                                                                                              Handouts to “Make and Act”    
Middle                                                                                                                                                                                    4.Pre-reading activity 3 minutes Teacher uses Brain storm, Drilling, Modelling, RICH Materials: a board, slides a)(W) Brain Storm The aim of this activity is to stimulate creative activity and collectinformation and increase students’ interest for the further discussion Teacher: Tell me please what types of tourism do you know? (Sport tourism, cultural tourism, shopping tourism, business tourism, medical tourism, rural tourism) There are slides with pictures on the theme       b)(W) (I) Drilling: The aim of this activity is to introduce new vocabulary items and work on new words’ proper pronunciation in chorus and individually. Error correction work: recasting Teacher: Thank you for your ideas and now we’ll read 4 texts and complete a table while reading. But before it we’ll work with new words. Look at the board please and repeat after me all together at first. Individually then. -customs-обычаи -urban areas-городские районы -rural areas-сельские районы -facility-здание, помещение -revenue-доход -incentive-мотивационные встречи -stamina- выносливость -obtain-получать -surgery-операция -responsible-ответственный Teacher assessment c)Teacher gives instructions: At first we’ll make 4 groups (students make groups according the following numbers) and choose the way of traveling (students choose cards with pictures: hitch-hiking, plane, car, ship)  d)There will be 4 stations to visit. At each station you will read a text and complete a table. Your time is limited 3 minutes for reading and one minute for filling the table. When I say “Go” you read, at word “Table” you fill your tables and when I say “Time” you change the station and do the same with a new text. Look, please, at the board. Here is the table to fill. (slide on the board) Match and tick the items (handouts) Each group visits all stations. Then you come back to your sits. e) Teacher checks the instructions Will you read only one text? (No, 4 texts) When do you change the station? (When the teacher says “Time”) Will you complete a table? (Yes) Will you count new words in your table? (Yes) Will you visit 4 stations? (Yes) Very good, thank you. So we start! 5.(I)While-reading activity “Stations” 16 minutes Handouts: 4(adapted)texts “Cultural Tourism”, “Medical Tourism”, “Responsible Tourism”, “Business tourism”. 12 tables to complete. The aim of this activity is to develop skills of scanning       reading, focusing on the specific information and making conclusions while completing tables and develop skills of I independent work. Differentiation: by support (considered support for students with low knowledge level, little support for students with middle knowledge level, no support for students with high knowledge level) Teacher uses: “Station” strategy Assessment Criteria: Identify the specific information of the text while scanning. Complete the table according to the context Descriptor: a learner a) reads 4 texts b) finds the proper information c) completes the table matching types of tourism with its features Students read 4 texts independently and complete their tables. (Handouts) 6.(G) (I)Post-reading activity “Advertisement” 10 minutes Handouts and materials: 4 poster boards, markers, glue, pictures The aim of this activity to develop skills of collaborative group working, critical thinking and creativity, develop writing skills through the advertisement projecting. Differentiation: by outcome and roles (students with low knowledge level give and prove their opinion using 5-6 new words, write 4-5 sentences in their advertisement and while issuing the project role as a designer of the project, students with middle knowledge level give and prove their opinion using 7-8 new words, write 6-7 sentences and while issuing the project role as a         secretary of the project, students with high knowledge level give and prove their opinion using   9-10 new words, write 8-9 sentences and while issuing the project role as an editor of the project) Teacher uses: RICH,Eavesdropping Assessment Criteria: Give and prove their opinion using arguments Write an advertisement according to the context Descriptor: a learner   a) gives the title b) sets a plan c) makes two paragraphs d) uses new words e) describes two features of the tourism type Self-assessment Peer-assessment Feedback: 1)oral, student to student (during tables checking) 2) oral, student to student (during project discussion)   a) Teacher gives instructions: So, you have read texts and completed your tables. Check yourselves (slide with the right variant). Now you are to share your opinions and notes you’ve made while reading. The next step is to write your advertisements, not less than 5 sentences, 2 minutes. After that in your group you choose the best variant, 1 minute to discuss, and make a project- an advertisement. Choose roles of a designer, secretary and an editor. Choose one speaker. You should tell us about your topic and prove why your type of tourism is the best one and is it possible to travel by the transport you have (plane, car, ship, hitch-hiking) using in your speech a new vocabulary, not less than 6 words. After your speech other groups correct or add information. b) Teacher checks the instructions: Will you write an advertisement in group? (No, individual work) Will you write all advertisement at the poster? (No, choose one) Will you have roles? (Yes, a designer, a secretary and an editor) Will you use new words? (Yes)   Group #1- Cultural Tourism Group #2- Medical Tourism Group # 3- Responsible Tourism Group # 4- Business Tourism c)Students work in groups and make their projects. Then protect the idea of their group. Following that students discuss ideas correcting and adding information and give feedback to each other.  (slides) https://sportsgranny.com/introduction-sports-tourism   https://theindiatourpackages.com/blog/cultural-tourist-places-in-india   https://blog.virtuoso.com/virtuoso-in-the-news/shopping-tourism-retail-therapy-on-vacation/   https://beam.land/travel/business-tourism-expects-growth-in-2019-corporate-travel-trends-1959   https://list.juwai.com/news/2016/10/top-8-outbound-medical-tourism-hotspots-for-china-s-affluent                 https://www.slideshare.net/mobile/DrRinzingLama1/types-of-tourism-79413134 (words from texts)                                               Handouts and Materials Texts to read https://www.slideshare.net/mobile/DrRinzingLama1/types-of-tourism-79413134 (adopted)                                                                                                       Handouts and Materials                                                                
End                                    7.(I) Reflection 4 minutes Materials: a poster, red and green circles The aim of this activity is to help the teacher to know what remained not clear to students and what should be done to correct it. For student it is the opportunity to systemize their knowledge they got at the lesson. Teacher uses list of questions 1.Can you name types of tourism discussed at the lesson? 2.Can you tell the difference between cultural and business tourism? 3.Can you tell what MICE means? 4.What TRUST-mantra is?   You have red circles and if you have difficulties in these items stick red circles to them. If you have no difficulties stick green circles to the items.   8.The end of the lesson Home task Thank you for the lesson, good bye!          
  Differentiation – how do you plan to give more support? How do you plan to challenge moreable learners?               Assessment – how do you plan to check students’ learning                              Additional information   Warming upDifferentiation by: task (students with low knowledge level use convergent questions, students with middle knowledge level use divergent questions and students with high knowledge level use referential questions) Advertisement Project- Differentiation: by outcome and roles (students with low knowledge level give and prove their opinion using 5-6 new words, write 4-5sentences in their advertisement and while issuing the project role as a designer of the project, students with middle knowledge level give and prove their opinion using 7-8 new words, write 6-7 sentences and while issuing the project role as a secretary of the project, students with high knowledge level give and prove their opinion using 9-10 new words, write 8-9 sentences and while issuing the project role as an editor of the project Peer-assessment (students to student in warming up “Make and Act”) Teacher –assessment (Brain storm, Drilling) Peer-assessment (students to student in “Advertisement Project”)   Handouts and Materials Warming up “Make and Act” Card #1- ask the way to your gate (you are lost and don’t know the way) Card #2- call at the airport and ask about landing time of your flight (your plane is delayed and you want to know when it lands) Card #3 — book tickets for your family (you want to know about price, time and air company) Card #4 – you are at the passport control (questions about the reason of traveling, baggage) Card #5- explain why you want to travel by air and not by train Card #6 – explain why you want to change your place on the plane board a poster board     P.1 P.2 P.3 P.4 P.5 P.6 Acting skills             Proper words usage             Clear pronunciation             Stars   While-reading activity Text 1 “Cultural Tourism”  People are always curious to know more about foreign lands, their people, and their culture. Culture is one of the most significant factors, which attracts tourist. Tourists want to know about the way of life, dress, jewelry, dance, music, architecture, painting, customs and beliefs, fairs and festivals. Cultural tourism includes tourism in urban areas, rural areas, historical cities and their cultural facilities such as museums and theatres. Cultural tourism gives the opportunity to take part in cultural events such as art festivals and celebrations-music, theatre, dance, folklore, festivals. It is active and involving for both visitors and host communities   Text 2 “Business Tourism” Travel is not always undertaken for pleasure or leisure. The business traveler’s main motive for travel is work-to attend a business meeting, conference, convention, trade fair, selling products, meetings clients etc. Business travel recognized as the most important segment for revenues for the hotel industry. Business trips are also shorter in duration. Business tourism involves meetings, incentives, conferences and conventions (MICE). MICE events increase awareness of the host country, create employment and income. MICE tourism strengthens the brand value and profile of the country as an international tourist destination.   Text 3 “Medical Tourism” People have been travelling for centuries to improve and rebuild their health and stamina. It is a rapidly-growing practice of traveling to another country to obtain health care. People all over the world are seeking good health through the various techniques and therapies. Medical Tourism suggests such services as complex specialized surgeries such as Joint Replacement (knee/hip), Cancer and Brain Treatment, Cardiac Surgery, Dental Surgery and Cosmetic Surgeries. The concept of Medical Tourism is not a new one. The first recorded instance of Medical Tourism dates back thousands of years back with Greek.   Text 4 “Responsible Tourism” Responsible tourism has been adopted as a term used by industry. Responsible tourism is any form of tourism that can be consumed in a more responsible way. Travel that takes into consideration the natural, socio- cultural, economic and political contexts of a dest. in the search to increase benefits and minimize negative impacts. Guidelines: protect the environment: its flora, fauna and landscapes; respect local cultures: traditions, religions and built heritage; benefit local communities: both economically and socially; conserve natural resources: from office to destination; minimize pollution – through noise, waste disposal and congestion. TRUST MANTRA: T -Travel to eco- friendly destinations largely. R -Recreation with responsibility. U -Use only reusable items. S -Support the effort through possible means. T -Try and teach Responsible tourism. Table to fill   Cultural tourism Medical tourism Responsible tourism Business tourism Way of life, custom and beliefs         Urban areas and historic cities         Involves both visitors and host communities         Not for pleasure or leisure         Important segment of the hotel industry         Short in duration         Improve health         Can come from anywhere the world         Surgeries         Protect environment         Trust-mantra         Respect local culture           Reflection Red and green circles