10 сыныптарға арналған сабақ жоспарлар

Поурочные планы для 10 класса (1-36)  (общественно-гуманитарного цикла) Lesson Plans 1- 36 for the 10th  grade (Humanities)

2019-2020 оқу жылы/учебный год/academic year

Gateway Humanities

Authors: David Spencer,

 

 


 

Module 1. Life skills: personal well-being (building your confidence). Lesson 1.

Unit of a long-term plan:

Truth or False

Date: Teacher name:
Class: Number present: absent:
Lesson title Life skills: personal well-being (building your confidence)
Learning objective(as) 10.1.10 — use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

10.2.5 — recognize 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;

10.3.5 — interact with peers to make hypotheses about a wide range of general and curricular topics

Level of thinking skills Analysis, Synthesize, Evaluation
Lesson objectives All learners will be able to:

—   watch the video and decide whether the sentences are true or false

Most learners will be able to:

—   read the text and identify the writer’s message

Some learners will be able to:

—   to reflect on their confidence and self-esteem

Assessment criteria — Express their opinion and give reasons
Values links Self-esteem, pair work, respect
Cross-curricular Psychology
Previous learning
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start 10 min Greeting, organisational moments, and warmer.

Teacher introduces a theme, learning objectives, and assessment criteria.

Checking homework.

FAST TRACK

You could set exercise 1c as homework to be discussed in pairs at the next lesson.

WARMER

Draw students’ attention to the photo of the girl

at the bottom of page 10. Ask if they think she is feeling positively or negatively about herself. In pairs, ask students to brainstorm words connected to the word ‘positive’ (e.g. happy, proud, confident). Allow them to use dictionaries if necessary. Then have them find the antonyms to their positive words. Elicit ideas and write the useful vocabulary on the board. Tell students they will be looking at ways to think positively in this lesson. Allow students time to read through the Life skills objectives and the Key concepts before starting the lesson. 1a In pairs, students look at the picture and decide whether the glass is half empty or half full and what this could represent.

Answers

In English, the expression ‘glass half full’ is often used to describe someone optimistic with a positive outlook on life, e.g. His glass is always half full: when his flight was delayed he was happy because he had more time to visit the shops in the airport!

1b In pairs, students compare their answers from exercise 1a. Students answer the question giving examples to justify their answer. Nominate students to share their opinions.

1c Students take it in turns to give their answers and provide examples that support them. With a less confident class students could write notes before participating in this activity.

Gateway Humanities Student’s Book, Unit 1, Gateway to life skills, pages 10-11
Middle 25 min 2 READING Students read the text about self-esteem and then decide whether it says items 1–5 are good or bad. Allow students to compare their answers in pairs, before nominating individuals to give their answers. Encourage students to identify the part of the text that helped with their answer.

Answers 12345

3a Give students time to read through the text again and choose three pieces of advice that they think are the best. Remind them to give their reasons.

3b SPEAKING In pairs, students compare and justify their answers for exercise 3a. Nominate pairs to feedback on their discussions.

3c In open class or in small groups, ask students to talk about the ideas in the text that they already do. You could have a class vote on the most effective method.

4 Give students time to look at the photos and situations in exercise 4. In pairs, students then use the ideas in the text and give advice to the people. Refer students back to page 10 to give them ideas and if necessary, review any language needed for giving advice and making suggestions. Nominate pairs to feedback their ideas to the class.

Gateway Humanities Student’s Book, Unit 1, Gateway to life skills, pages 10-11
5a LISTENING 04. Tell students that they are going to watch or listen to a video of four teenagers talking about they’re good at. Elicit a few ideas, then ask students what words they might use in front of ‘good at’ if they were a confident person (e.g. really, very) or if they had lower self-esteem (e.g. not, quite, not very). Play the video or track and ask students to write down what each speaker is good at. Elicit answers from the class and ask students if they thought each speaker had high or low self-esteem. See p144 for the audioscript/videoscript for this exercise.

Answers

Callum: computer games Naomi: listening to people Rachel: art and making things Toby: tennis

5b 04 Tell students they are going to watch or listen to the video again and decide whether the sentences are true or false. Give students time to read through the sentences and underline key words or phrases that they think could help them with the task.

Answers 1F2T3T4T5F6F7T8F

End 6 SPEAKING In pairs, students discuss who they think is the most and Gateway
5 minutes least confident. Encourage them to give reasons. Humanities
Homework: Assign student a Life Task. Student’s
Book, Unit 1,
Gateway to
LIFE TASK
life skills,
Tell students they are going to work individually on a positive- thinking activity.

§  Step 1a

Ask students to write a list of their strong points. Refer them to the list of ideas in 1a or model ideas for your own strong points on the board first.

§  Step 1b

Ask students to swap their list with a partner and think of ways they can extend their partner’s list. Ask them to consider each category.

§  Step 2

Encourage students to keep their list with them (you could suggest sticking it in the back of their notebook) and allocate time to revisit it and add to it throughout the term. Before tests and exams, give students time to look over their lists to boost

confidence.

pages 10-11
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

FAST TRACK

You could set exercise 1c as homework to be discussed in pairs at the next lesson.

Assessment – how are you planning to check students’ learning?
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
Were the lesson the box on the left about your lesson?
objectives/learning
objectives realistic?
Did all the learners
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I
make from my plan
and why?
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 an individual student that will inform my next lesson?

 

 

 

 

Module 1. Listening: personality test. Lesson 2

Unit of a long-term plan:

Truth or False

School:
Date: Teacher name:
Class: Number present: absent:
Lesson title Listening: personality test
Learning objective(as) 10.2.2 — understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.2 — ask and respond to complex questions to get information about a wide range of general and curricular topics

Level of thinking skills Understanding, Knowledge, Application
Lesson objectives All learners will be able to:

—   to identify the speaker after listening to the audio track

Most learners will be able to:

—   listen effectively to identify specific information

Some learners will be able to:

—   talk about themselves and answer the questions

Assessment criteria —   identify speakers

—   answer the questions about personalities

Values links Respecting each other and listening carefully
Cross-curricular
Previous learning
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start 10 min Greetings, organisational moments, and warmer.

Teacher introduces a theme, learning objectives, and assessment criteria.

Draw a simple line drawing on the board, e.g. an eye, and ask students to guess what you could have been thinking about or feeling when you drew it. Elicit suggestions from the class.

 

Checking homework.

 

TEACHER DEVELOPMENT: LANGUAGE. Carrying out

listening tasks (part 1)

Carrying out listening tasks (part 1)

Students need to be taught listening as well as practising listening. An ideal listening class should include some instruction about how to listen effectively.

Students need to carefully read the instructions and questions to know what they are listening for, predict content (from key words in the questions or visual clues, etc.), learn to use their intuition, take good notes during the listening and decide on the right answer based on the information they have. At the end of a listening task, try to develop a class discussion based on students’ opinions (the What about you? section provides questions for discussion based on the listening text).

Ask students to evaluate how well they did, whether they thought it was a difficult task and why. For the European Language Portfolio dossier, students could record the listening activities they have done in class on a self-evaluation sheet.

They can write the subject, date and evaluate their progress. (See page 127 for more information on listening.)

 

1 Ask students to copy the picture from exercise 1 onto a piece of paper. Tell them they have three minutes to draw something on it. Tell them not to think too much about it, but just to draw

what comes into their head.

Gateway Humanities Grade 10 Student’s

Book, Unit 1, page 12 Presentation Kit

Middle 25 min 2 LISTENING 05 Play the track for students to listen to five people talking about what they drew as part of a psychology experiment and what their drawings mean. See p144 for the audioscript for this exercise.

Answers

1 the sun 2 a face 3 a football 4 an eye 5 a flower

EXAM SUCCESS Ask students to read through the text in the Exam success box and think about ways they can approach a matching task. Tell students to turn to page 144 and check their ideas.

3 05 Play the track again for students to identify the speaker. Give students two or three minutes to look through the table and predict any words or phrases each speaker might use. Play the track again and ask students to tick the correct number from 1–5.

Answers

a Speaker 2 b Speaker 1 c Speaker 3 d Speaker 4

e Speaker 3 f Speaker 5 g Speaker 4 h Speaker 5

Gateway Humanities Grade 10 Student’s

Book, Unit 1, page 12

 

Presentation Kit Unit 1

End

5 minutes

4 What about you? Ask students to look back at their drawing in exercise 1 and then answer the two questions. Nominate students to share their ideas.

 

Homework: Assign students page 7 in their Workbook or the relevant sections of the Online Workbook.

Gateway Humanities Grade 10 Student’s

Book, Unit 1, page 12

 

Presentation Kit

Workbook
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

 

Assign activities from Gateway Study Skills/Exam Success to fast finishers, so you will be able to support the rest of

the class.

Assessment – how are you planning to check students’ learning?
Reflection

Were the lesson objectives/learning objectives realistic? Did all the learners achieve lesson objectives/learning objectives? If not, why?

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 an individual student that will inform my next lesson?

 

 

 

 

Module 1. Study skills: Identifying fact and opinion. Lesson 3

Unit of a long-term plan:

Truth or False

School:                                                                                
Date: Teacher name:
Class: Number present: absent:
Lesson title
Learning objective(as) 10.1.7 — develop and sustain a consistent argument when speaking or writing

10.4.1 — understand main points in extended texts on a wide range of unfamiliar general and curricular topics;

Level of thinking skills Understanding, Knowledge, Application
Lesson objectives All learners will be able to:

— Identify different types of texts

Most learners will be able to:

— Differentiate between facts and opinions

Some learners will be able to:

— Explain in their writing why a particular sentence is a fact or opinion

Assessment criteria — Express and justify one’s opinion
Values links Respect each other
Cross-curricular Critical thinking
Previous learning
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start 10 min Greetings, organisational moments, and warmer. Teacher introduces a new theme, learning objectives, and assessment criteria.

Checking homework.

 

Students look at the text types 1-5 and decide what is more important: fact or opinion.

Students read the Study tip and differentiate between F(fact) or O(opinion).

STUDY TIP

A fact is something that can be proved to be true or false.

An opinion is a statement based on personal beliefs that cannot be proved with evidence. Opinions often, but not always, begin with I think … or I believe … or include adjectives or superlatives.

Often opinions

are presented to convince the reader to share an opinion the writer has or to sell a product. An important skill when reading is to know whether the writer is being objective and using facts or is being

subjective and expressing an opinion.

Study skills

Identifying fact and opinion Gateway Teacher Resource Centre Worksheets.

Unit 3

Middle

25 min

3 Students read the text and do the activities (4-6)

Speaking: students discuss in pairs which of their answers in 6 are facts and which are opinions and write down their anwers

Students look at their opinions in 6 and tick where they think their opinions are usually from

Study skills

Identifying fact and opinion Gateway Teacher Resource Centre Worksheets.

Unit 3

End

5 minutes

STUDY TIP

We often get our opinions from family, friends, the television, social media or advertising.

It is important to train your mind to think critically and form your own opinions from

the information you receive. If you read something on the Internet or see something on the television, think about who is making the statement and who might benefit from it.

 

Homework: Assign students exercise 9 (to read the Study tip and complete the table with an example from the Internet or television).

Study skills

Identifying fact and opinion Gateway Teacher Resource Centre Worksheets.

Unit 3, exercise 9

Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

 

FAST FINISHERS

You can assign students Exam Skills

in Unit 3 (Student Book)

Assessment – how are you planning to check students’ learning?
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
Were the lesson the box on the left about your lesson?
objectives/learning
objectives realistic?
Did all the learners
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I
make from my plan
and why?
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 an individual student that will inform my next lesson?

 

 


 


 

 

Module 3. Writing a film review. Lesson 34

Unit of a long-term plan:

Virtual reality

School:                                                                                
Date: Teacher name:
Class: Number present: absent:
Lesson title Writing a film review.
Learning objective(as) 10.5.1 — plan, write, edit and proofread work at text level independently on a range of general and curricular topics;

10.5.6 — write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

10.5.9 — punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy;

Level of thinking skills Understanding, Knowledge, Application
Lesson objectives All learners will be able to:

—   talk about the last film they saw

Most learners will be able to:

—   learn and follow the structure of a film review

Some learners will be able to:

—   write their reviews

Assessment criteria —   Write a film review

—   Assess writing based on task achievement, coherence and cohesion, lexical resource, and grammar and accuracy

Values links Respecting each other
Cross-curricular Culture; Science
Previous learning
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start 10 min Greetings, organisational moment, and warmer. Gateway Humanities Workbook, Unit 8, page 72
Teacher introduces a new topic, learning objectives, and assessment criteria.

Checking homework. WARMER

Ask students to exchange their reviews from the previous class and give a constructive and positive feedback.

1   Students match the words with definitions. Answers

1e 2g 3a 4b 5f 6c 7d

 

2   Students look at the poster for the film and discuss what type of film it is. Ask students to choose one or more types from the list.

Answers

Middle 25 min 3   Students read the film review and discuss their guesses.

Answers

Type of film: science fiction and thriller Yes, the writer thinks it’s amazing.

 

4   Students match the paragraphs and their purposes. 1C 2D 3B 4A

 

5   Students decide if the sentences are true or false. 1T 2F 3F 4T 5T 6F

 

6   Students underline at least ten useful film review words or expressions from 3, including positive adjectives.

Answers

Any of the following:

science fiction, thriller, main characters, well-known actors, plot, happy ending, acting, special effects released in X, She plays an X, The film was directed by

to sum up, I would definitely recommend

Positive adjectives:

amazing, fantastic, convincing, interesting, incredible, exciting, memorable, tense

 

7   Students write a review of the best TV programme they have seen recently. Remind students to use words and expressions from this page and say why they liked the programme.

Students’ own answers

Gateway Humanities Workbook, Unit 8, page 72
End

5 minutes

Students write their reviews.

 

Homework: Assign students to finish writing a review at home.

Gateway Humanities Workbook, Unit 8, page 72
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Ask fast finishers to start writing their review on their own. If they have finished, ask them to

Assessment – how are you planning to check students’ learning?
exchange reviews and give a positive constructive feedback.
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions
Were the lesson from the box on the left about your lesson?
objectives/learning
objectives realistic?
Did all the learners
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I
make from my plan
and why?

 

 

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 an individual student that will inform my next
lesson?

 


 

Module 3. CLIL Geography: English-speaking countries. Lesson 35

Unit of a long-term plan: School:                                                                                
Date: Teacher name:
Class: Number present: absent:
Lesson title CLIL Geography: English-speaking countries
Learning objective(as) 10.1.7 — develop and sustain a consistent argument when speaking or writing;

10.3.2 — ask and respond to complex questions to get information about a wide range of general and curricular topics;

10.4.2 — understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics

Level of thinking skills Understanding, Knowledge, Application
Lesson objectives All learners will be able to:

—   Skim the text, understand the specific information, and answer the questions

Most learners will be able to:

—   discuss on the origins of language, inhabitants and the ethnicity of their country.

Some learners will be able to:

—   present information about English-speaking countries

Assessment criteria —   talk about different countries and discuss their physical and human geography

—   use relevant vocabulary

Values links Respecting each other; Respecting other cultures
Cross-curricular Geography; History; Culture; Languages
Previous learning
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start 10 min Greetings, organisational moment, and warmer. Teacher introduces a new topic, learning objectives, and assessment criteria.

Checking homework.

WARMER

Set students a time limit of 30 seconds. In pairs, they brainstorm as many English-speaking nations as they can think of. Write feedback on the board. Students will find out how many they have correct during the course of the lesson.

 

1   Students look at the list of countries and territories and decide, in pairs, which ones they think have English as an official language. They then tick those nations. Find out from the students why they think these countries speak English. Explain that it is usually because they were once British colonies or have a strong connection with the UK.

Answers

Canada, Hong Kong, India, Kenya, Malta, South Africa, Wales

 

2   Students read the texts and answer the question. Answer

Ireland was never a British colony, but its proximity to the UK means it has always had a strong connection with its neighbour. The English language as we know it today evolved in Ireland at the same time as it did in England, following the Norman Conquest in the 11th century.

Before reading the text again, write the words in the Vocabulary focus box on the board and ask students to find them in the text. Pre-teach some of the more complex words if necessary.

VOCABULARY FOCUS

 

ancestry [n]: the people related to you who lived a long time ago

cultivation [n]: the process of growing crops or plants emigrate [v]: to leave your country in order to live in another country

fjord [n]: a narrow section of sea between high rocks hazard [n]: something that could be dangerous or cause damage or accidents logistics [n]: management of the activity of

transporting goods to customers or to places where they are bought or sold

low-lying [adj]: not very high

manufacturing [n]: the business of making goods in large quantities in a factory

nickname [v]: to give someone or something an informal name that is not their real name offshore [adj]: relating to or involving money invested in another country

plain [n]: a large flat area of land

settler [n]: someone who goes to live in a place where not many people live and starts to make it into a community

sovereign [n]: relating to a king or queen

territory [n]: an area of land that is officially part

Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 9, CLIL Geography: English-speaking countries
of a country, but does not have the status of a state or province
Middle 25 min 3 Students read the texts again in detail and write the country or countries.

Answers

1 Barbados 2 New Zealand 3 Ireland, Barbados

4 Singapore 5 Barbados, New Zealand 6 Ireland

7 New Zealand 8 Barbados 9 Singapore, Barbados

10 New Zealand

Students complete the fact files with appropriate answers from the texts.

Answers Ireland

First inhabitants: Continental Europeans General location: North Atlantic Geographical features: central plain, low-lying mountains

Barbados

First inhabitants: Amerindians

General location: Caribbean / West Atlantic Geographical features: relatively flat, highest point 340 m

Singapore

First inhabitants: Malays

General location: south east Asia

Geographical features: jungle, many small islands

New Zealand

First inhabitants: Pacific Islanders

General location: south-west Pacific Geographical features: high mountains, volcanoes, deep fjords

In pairs, students discuss the questions. Elicit answers from the class and talk about their thoughts on the origins of language, inhabitants and the ethnicity of your country.

??? DID YOU KNOW?

Direct the students’ attention to the Did ?you know? box and read the interesting facts about the English language.

Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 9, CLIL Geography: English-speaking countries
Project

1      In pairs, students prepare a poster that profiles two English-speaking countries. Students do their research in books or online to find out all they can about the countries.

2      Students prepare their posters. Encourage them to use photos or illustrations where possible to support their findings. Allow some class time for preparation and set deadlines for students to make their posters and prepare to the class.

End Students present their findings, ask questions, and Gateway Humanities
5 minutes provide a constructive positive feedback. Teacher’s Resource
Centre, Worksheets, Unit
9, CLIL Geography:
English-speaking countries
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? Assessment – how are you planning to check students’ learning?
Ask fast finishers to start working on the project.
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions
Were the lesson from the box on the left about your lesson?
objectives/learning
objectives realistic?
Did all the learners
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I
make from my plan
and why?
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 an individual student that will inform my next
lesson?

 


 

Module 3. Revision. Lesson 36 (Teachers choose any material they would like to revise based on learner’s needs)

 

 

Unit of a long-term plan:

Out of this world

School:                                                                                
Date: Teacher name:
Class: Number present: absent:
Lesson title
Learning objective(as)
Level of thinking skills Understanding, Knowledge, Application
Lesson objectives All learners will be able to:
Most learners will be able to:
Some learners will be able to:
Assessment criteria
Values links Respecting each other
Cross-curricular
Previous learning
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start 10 min Greetings, organisational moment, and warmer. Teacher introduces a new topic, learning objectives, and assessment criteria.

Checking homework. WARMER

Gateway Humanities
Middle 25 min Gateway Humanities
End

5 minutes

Homework: Assign students page in their Workbook or the relevant sections of the Online Workbook. Gateway Humanities
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Ask fast finishers to start working on the project.

Assessment – how are you planning to check students’ learning?
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions
Were the lesson from the box on the left about your lesson?
objectives/learning
objectives realistic?
Did all the learners
achieve lesson
objectives/learning
objectives? If not,
why?
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I make from my plan and why?
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 an individual student that will inform my next lesson?

 

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