Подорож до Нової Зеландії.

Class 10-D

Topic: The journey to New Zealand.

Objectives:

 Educational (Навчальна):

to teach students to use language related to travel;

Developing (Розвивальна):

to develop students’ receptive and critical thinking skills and creative thinking skills

to develop speaking skills and listening comprehension;

to broaden students’ knowledge about travelling;

to revise and enrich students’ vocabulary on the topic;

Educative (Виховна):

to motivate them in expressing their own opinions on the topic.

Resources:

• SB: page 51; Watch and Refl ect page 165

• TB: Culture Notes page 207

• Online resources: Video 12 – Documentary

Type: Combine lesson

Procedure

I.  Introduction

Why is it important to learn English?

Checking hometask

1.         Choose the correct option to complete the sentences.

1. You ought to / may be more polite to your grandparents.
2. You needn’t / mustn’t take photos at this archaeological site. Put your camera away.
3. Could / Should I make a phone call? I want to speak to my travel agent.
4. I can / might speak Italian and French. I use them when I travel.
5. We don’t have to / mustn’t have a visa to visit Holland. A passport is enough.
6. You may / need to borrow my car if you promise to be careful.

1.         Choose the correct option to complete the sentences.

1. You ought to / are allowed to be more polite to your grandparents.
2. You can / must talk in this temple, but only if you do it quietly.
3. You may / should not go to bed late if you have an early flight in the morning.
4. All the hotels were full but we could / were able to find a campsite, and we stayed there.
5. You don’t have to / mustn’t bring food if you don’t want to. There is a restaurant very close by.
6. Could / Should I use the bathroom, please?

 

 

II WARM-UP | 4–5 minutes

(T–S, S–T) Write off the beaten track on the board. Elicit the meaning. If no one can explain it, explain that it means travelling to places that are not so popular or that not many tourists go to.

-Would you go on holiday to a place very few tourists go to and why/why not?

III. Main part

PRE-WATCHING | 4–5 minutes

 (T–S, S–S, S–T) Exercise 1. Put Ss into groups. Ask them to discuss

-What do you know about New Zealand? Get feedback as a class. Tell Ss to open their books at page 165. How similar or different is it from your country?

Then watch the video and say what new information you discovered about New Zealand.

Tell Ss they are going to watch a video about New Zealand. Refer Ss to the Glossary. Explain any unknown words. Model the pronunciation of the words so they will be able to identify them during the listening. Then Ss watch the video. Ask Ss to share any new information they found out about New Zealand.

GLOSSARY

heritage - traditions, beliefs and values of a society
indigenous - native, local
Kiwi - a nickname for a New Zealander
Maoris - the original inhabitants of New Zealand
spiritual - religious, relating to the spirit not the body or mind

Then watch the video and say

What new information did you discover about New Zealand?( to share any new information they found out about New Zealand.)

WHILE-WATCHING | 5–10 minutes 1

 (T–S, S–T) Exercise 2. Ask Ss to read the sentences and think about what words are necessary to complete them e.g, places, adjectives, etc. Model the activity using the example given in item 1. Play the video for Ss to complete the activity individually. Repeat the video if necessary for Ss to check their answers. Check answers as a class.

Watch the video and complete the sentences with one or two words or numbers in each gap.

1 Karl and Matt are going to travel around New Zealand for seven weeks.

2 Matt met Karl in ___________ but now he lives and works in___________ , the capital of New Zealand.

3 Matt's plan is to take Karl to the places that__________  don't normally visit.

4 The Maori culture is about ___________ years old.

5 A 'Marae' is the Maori word for a ____________.

6 Matt enjoyed a whole _____________ of visiting his country as a tourist.

 

TIP Give Ss the video script on pages 235–236 to read after watching the video and show the video again. Reading the script while listening to the video will help Ss improve their listening skills.

-What new information did you discover about New Zealand?( to share any new information they found out about New Zealand.)

 

2 (T–S, S–T) Exercise 3. Ask Ss to say different places in their country that are touristy and traditional. Have a class discussion on which of these places they would take foreigners to see.

If you had to show a foreigner one touristy place and one traditional place in your country, where would you take them? Say why.

Touristy Places
These are locations designed for service and quick impressions. They are usually crowded and expensive.

• Lviv (Rynok Square): A classic touristy spot. It has many theme restaurants made to entertain people, but locals rarely eat there every day.
• Bukovel: A famous ski resort. It has great infrastructure, but it is a modern town built specifically for tourists, not for history.

Traditional Places
These are places where culture lives naturally, not for a ticket.

There are many places in the Lviv region where, instead of a "tourist product," you can find real daily life, ancient crafts, and religious traditions.

Here are some examples of traditional locations in the Lviv region:

Centers of Living Culture and Crafts
Spiritual Centers (Places of Peace and Tradition)

Historical Life and Architecture

Drohobych (St. George's Church It is a city of "salt makers”

Zhovkva: An "ideal city" of the Renaissance era. There is less hustle and bustle here than in Lviv. This allows you to feel the rhythm of a small historical town with its traditional markets and cozy squares.

In simple words: In a touristy place, you are a customer buying an experience. In a traditional place, you are a guest watching real life.

-If you had to show a foreigner one touristy place and one traditional place in your country, where would you take them? Say why.

POST-WATCHING | 4–5 minutes

(T–S, S–T) Exercise 4. Ask Ss to read the phrases and see if they can match them to the synonyms. Play the video again for Ss to check their answers.

1	a hiking route	backpacking trail
2	away from touristy places	off the beaten track
3	return to a place after being away	move back to
4	very early in the morning	at the crack of dawn
5	start a journey	hit the road
6	looking at a place as a visitor	perspective as a tourist

 

Military English

Fill the gaps using the phrases below.

backpacking trail	off the beaten track	move back to
at the crack of dawn	hit the road	perspective as a tourist

"For us, a combat mission is never a scenic backpacking trail; it’s a grueling march under heavy gear through dense forests off the beaten track to stay invisible to the enemy. We usually wake up at the crack of dawn to hit the road before the first drones appear in the sky. Only after we move back to the safety of the rear can we look at these landscapes from a perspective as a tourist, remembering how peaceful these hills used to be."

Backpacking trail —  порівнюється з важким пішим переходом у повній амуніції,

Off the beaten track — пересування поза дорогами для маскування, у військовому сенсі означає рух потайки, уникаючи основних доріг, де можуть бути засідки або міни.

At the crack of dawn та Hit the road — ранній вихід на позиції.

Move back to — повернення з «нуля» на перегрупування чи відпочинок.

Perspective as a tourist — погляд на красу природи без військової напруги, тут звучить з ноткою ностальгії за мирним часом.

Grueling march —  «виснажливий марш», що підкреслює фізичну важкість.

Safety of the rear — «безпечний тил», що є стандартним військовим терміном.

Invisible to the enemy — «невидимі для ворога», замість буквального «невидимі ворогу», звучить природніше для нашої військової лексики.

Combat mission (бойовий вихід) — ідеально передає суть виїзду чи виходу на завдання.

 

PRODUCTION (творчість) | 12–15 minutes 1  (T–S, S–S, S–T) Exercise 5. Put Ss into small groups. Give them one minute to think about question 1 individually, then they can present their answers to their group. Model the activity using the example given. Let them do items 2 and 3 as a group. Get feedback as a class. Encourage quieter Ss by asking questions such as What do you think? or Do you agree?

In pairs or small groups, discuss the questions. Then share your opinions with another group.

1 What would visitors to your country be impressed by the most? Give reasons for your answers.
beaches – very clean, white sand, good waves for surfing
our capital city – great museums, friendly people

2 Do you prefer to visit touristy or non-touristy parts of a foreign country? Say why.

3 Read the comments that Karl makes. Do you agree with him? Say why.

1   'We're going completely off the beaten track, there'll be no phone reception, no
     nothing, which will be a nice break so I'm really looking forward to it.' 
2   'It's always a good start to the day when you wake up and do something you've
     never done before.' 
3   What makes you proud of your country?
4   What makes a journey a valuable experience? Give examples of places you have
     visited that have helped you learn something about the world or about yourself.

 

IV.(T–S, S–T) Reflection

Для мене ідеальна подорож — це коли ти не просто відвідуєш популярні локації, а обираєш справжній backpacking trail (пішохідний маршрут із рюкзаком). Замість того, щоб товпитися на площі Ринок у Львові, краще поїхати кудись off the beaten track (подалі від протоптаних доріг), наприклад, у дикі затінки Ґорґан.

Щоб побачити справжню магію гір, варто встати at the crack of dawn (на світанку). Коли перші промені сонця торкаються смерек, ти збираєш намет, закидаєш рюкзак на плечі і готовий hit the road (вирушити в дорогу/рушити в путь) далі до наступної вершини.

Після тижня в горах, коли ти вже трохи втомлений, але щасливий, настає час move

back to (повертатися до) цивілізації. Але цей контраст між дикою природою та шумним містом лише підкреслює, наскільки важливо іноді змінювати обстановку.

 

V. Wrap-up | 1–2 minutes (T–S, S–T) Ask Ss what they enjoyed about the lesson and what they learnt from it.

VI. HOMEWORK Writing task. Imagine you went to the places shown in the video. Write an email to a friend in a different country saying what you have done, what you have seen and how you felt while you where there.