10 сыныптарға арналған сабақ жоспарлар

Поурочные планы для 10  класса (естественно-математического цикла) Lesson Plans  1- 36 for the 10th  grade (Science)

2019-2020 оқу жылы/учебный год/academic year Gateway Science

Authors: David Spencer, Macmillan Education

Module 1. Introductory lesson. Gateway to life skills: managing study time. Lesson 1

 

Unit of a long-term plan:

Science and scientific phenomenon

School:                                                                                                         
Date: Teacher name:
Class: Number present: absent:
Lesson title Gateway to life skills: managing study time Lesson 1
Learning objective(as) 10.5.2 — use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

10.3.4 — evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

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

10.4.1 — 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:

—   to read the text and understand the main information

Most learners will be able to:

—   to discuss which of the ideas in the video/listening they like

Some learners will be able to:

-offer strategies to help them plan, prioritize and deal with distractions

Assessment criteria — Give their opinion and justify it

-Use a growing range of relevant vocabulary

Values links
Cross-curricular
Previous learning
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start

1. min

Greeting, checking homework, and warmer:

 

Fast track:

Students could do the quiz in exercise 1a at home and discuss the results in exercise 1b in class as a first activity.

Gateway Science Grade 10 Student’s Book

Unit 1, pages 10-11 Presentation Kit

Bring some balloons to class. Elicit different things that students dedicate their time to during the

day, e.g. school, family life, homework, etc. Ask a volunteer to come to the front of the class and toss him/her a balloon to keep it in the air. This balloon represents school. Toss in additional balloons, one by one, which could represent homework, family life, assignments, extracurricular activities, etc. Keep going until the balloons start falling to the ground. Tell students that the lesson is going to be about how they manage time. Ask students to look at Key concepts on page 10 to see if they are familiar with these words.

Teacher introduces the topic of the lesson, learning objectives, and assessment criteria.
1a. Individually, students read the statements in the quiz and decide how true each one is for them – very true (VT), quite true (QT) or not true (NT).

1b SPEaking In pairs, students discuss if their answers are similar. Refer them to the key and ask them to read it and then discuss the questions.

2 Speaking: In pairs, ask students to look at the headings from a study guide about effective time management and say what advice each section will give. Elicit some ideas

in open class.

Middle 25 min 3 Reading Ask students to read the text and match each heading in exercise 2 with the correct section. Check their answers and ask students to read out the key sentences that helped them decide on their answers.

Answers

1    D (The only way you can remember all that is by having it written down somewhere.)

2    A (Decide on a specific time to start and finish …)

3    B (Break a big task into smaller pieces.)

4    F (Don’t let yourself get distracted …)

5    G (… have a plan B …)

6    E ( When you know the deadline for handing in a piece of work …)

7    C (… have more time to relax!)

4 Ask students to read the text again and answer the questions. Give students a minute to compare in pairs before you check their answers in open class.

Answers

Students are busy people.

The sooner you start, the earlier you finish.

It can encourage you to continue.

Your phone, social media networks, friends’ posts,

Gateway Science Grade 10

 

Student’s Book Presentation Kit Unit 1, pages 10-11

videos, your family.

5 No, you have to be prepared for potential problems. 6 Start at the date you need to finish and calculate how long you need to do each step, and you will find the date you need to start.

+Extra activity

In pairs, ask students to discuss how they think the advice can save them time with their studies. Elicit opinions from different students around the class.

Vocabulary focus

The video contains some useful words and phrases about managing study time that students may not be familiar with. You could pre-teach the following vocabulary with the class before watching:

leisure [n]: time for relaxation (i.e. not spent working or studying)

study buddy/buddies [n]: study companion concept [n]: an idea of something that exists Go for it! [v]: exclamation of encouragement

Listening 03 Tell students they are going to watch a video or listen to four students talking

about their time management. Play the video

Suggested answers

Sam: He wants advice on managing free time and study time.

Vanessa: She wants to know more about study buddies and if they help.

Bea: She wants to know how to schedule her time in a more balanced way.

Chris: He wants advice on any tools or resources to help with time management.

03 Play the video or audio track again for students to make notes about the tips Deana gives to the four students. Nominate different students around the class to read out the tips.

Answers

Sam: prioritise your tasks, have a timetable

Vanessa: study buddies help you focus, and help you to understand difficult concepts and your position

Bea: prioritise your work, set yourself a timer

Chris: talk to your teacher, use websites and books, use a timer and set yourself half-hour working time and five- minute breaks.

Teacher development: classroom tips and planning. Using video in the classroom (See Teacher’s Book, page 36).

End

5 minutes

7 Speaking: In pairs, students discuss which of the ideas in the video/listening they do already or think are a good idea to try out. Encourage students to share their ideas in open class.

Homework: Assign students Life Task

Step 1

Ask students to work individually and read the instructions. Students start by making a list of all the schoolwork they have to do in the next few weeks, plus the deadline for each piece of work.

Step 2

Then ask students to work backwards from the deadline

dates and decide when they should start each piece of work.

Gateway Science Grade 10 Student’s Book

Unit 1, pages 10-11 Presentation Kit

Step 3

Students write a plan for the next few weeks and mark any work which is most urgent in one colour and any work that can wait in another colour.

Step 4

Finally, ask students to make signs with the five most useful tips for them to manage their study time better. Draw students’ attention to the example. Encourage them to keep the signs with them or in their room and to try and follow the advice.

Additional information
Differentiation – how Assessment – how are you planning to check students’ learning?
do you plan to give Oral feedback
more support? How do Peer review
you plan to challenge Positive reinforcement
fast finishers?
Fast track:
Students could do the
quiz in exercise 1a at
home and discuss the
results in exercise 1b
in class as a first
activity.
+Extra activity
In pairs, ask students
to discuss how they
think the advice can
save them time with
their studies. Elicit
opinions from
different students
around the class.
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. Developing speaking: negotiating and collaborating: giving personal information – preferences. Lesson 2

 

Unit of a long-term plan:

Science and scientific phenomenon

School:                                                                                                        
Date: Teacher name:
Class: Number present: absent:
Lesson title Developing speaking: negotiating and collaborating
Learning objective(as) 10.3.2 — ask and respond to complex questions to get information about a wide range of general and curricular topics;

10.6.5 — use a wide variety of question types on a wide range of familiar general and curricular topics;

Level of thinking skills Understanding, knowledge, application
Lesson objectives All learners will be able to:

—   to read the text and understand the main information

Most learners will be able to:

—   master matching activities when working with extended texts

Some learners will be able to:

-scan the text for specific information, use the thematic vocabulary and give their opinion

Assessment criteria -Use a growing range of relevant vocabulary

— Ask and answer the questions

Values links
Cross-curricular
Previous learning
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start

10 min

1. Greeting, checking homework, and warmer:

 

Teacher introduces the topic of the lesson, learning objectives, and assessment criteria.

 

Fast track

You could ask students to complete exercise 1 at home in preparation for the listening activity. They can then compare their answers in pairs before you check their answers.

 

Warmer

 

Students think of typical questions connected with personal information that are usually in the first part of an oral exam, e.g. What’s your first name? What’s your first surname? How do you spell that? How old are you? Where are you from? What’s your favourite school subject?

Ask students to read questions 1–6 and match each one with one of the categories a–d.

Answers 1a2d3c4b5b6c

Listening 05 Tell students they are going to listen

to six students answering the questions in exercise 1. Play the track for them to match each student to one

of the questions. As you check answers, elicit the key

Gateway Science Grade 10, Student’s

Book, Unit 1, page 14 Presentation Kit

sentences that helped students decide. See p171 for the audioscript for this exercise.

Answers

Student A: question 2 (I think I’d like to study languages at university.)

Student B: question 4 (We go to the cinema if there’s a good film on …)

Student C: question 5 (Yes, I like reading.)

Student D: question 3 (I prefer revising alone …) Student E: question 6 (I prefer doing mental work.) Student F: question 1 (… I like being able to walk everywhere …)

Middle 25 min 05 Play the track again for students to listen and decide if each student gives a reason or any personal details to support their answer. Encourage students to discuss if it is a good idea to give reasons and/or personal details and say why or why not. Answers

All the students answer the questions well except Student C who does not give reasons or personal details to support their answer.

It’s a good idea to give reasons and personal details because it helps promote further conversation. A

short response can indicate that you are annoyed, uninterested or very shy.

TEACHER DEVELOPMENT: STUDENT TRAINING.

Developing conversational skills (See Teacher’s Book, page 39)

 

4    Speaking In pairs, students take it in turns to ask and answer the questions in exercise 1. Remind them to give reasons and personal details. In a less confident class, give students time to make notes before they do this as a speaking activity.

5    Ask students to look at the different ways of expressing preferences in the Speaking bank before they do exercise 6. TEACHER DEVELOPMENT: LANGUAGE. Expressing

preferences. (See Teacher’s Book, page 39).

Ask students to put the verbs in the correct form. Check answers in open class.

Answers

1 playing, doing 2 go, walk 3 not to stay 4 writing

5 write, do 6 to go, (to) fly

PRACTICE MAKES PERFECT

7a SPEAKING In pairs, ask students to take it in turns to ask and answer the questions. Remind them to give reasons and personal details and to use the expressions from the Speaking bank. Walk around checking students are on task and speaking English to each other. Note down errors and good use of language you can talk about when you give feedback on this activity.

For students who are less confident, photocopy the model dialogue below, and either read it aloud yourself, or alternate the roles with you and a strong student. Then

instruct students to read aloud in pairs, alternating between roles A and B. Then ask them to read it again, changing the underlined information so that it is true for them.

Model dialogue

A: Which subjects do you prefer studying?

B: I prefer studying literature and languages. I spend

hours reading books and I love finding out about different cultures and speaking other languages.

Gateway Science Grade 10, Student’s

Book, Unit 1, page 14

 

Student’s Book Presentation Kit Unit 1

A: Would you rather study at home or in a library?

B: I would rather study at home because I have a desk in my bedroom and it is quiet and I can concentrate better when I am on my own. When I go to the library, I usually meet my friends and we don’t do as much work.

A: Would you like to have an end-of-year school trip this year or would you prefer to go somewhere with your family?

B: I’d prefer to have an end-of-year school trip because I think it’s nice to finish the academic year with your schoolmates.

B: Would you prefer to study in your country or abroad? A: I’d prefer to study abroad because I can learn another language better and enjoy living in another culture.

B: Do you prefer studying with books or using a computer? A: I prefer using a computer because it’s more fun and you can store and change the information you find.

B: Would you rather have a school uniform or wear what you like?

A: I’d rather wear what I like. I prefer wearing my own clothes

and being individual to wearing the same clothes as other people.

End

5 minutes

7b Ask students to change partners and repeat the activity. You can change pairs easily by taking a chair and putting it at the end of the row of students. The student from the other end of the row then moves to that chair, and all the other students turn to their other side to work with someone new.

Homework:Assign students page 9 in their Workbook or the relevant sections of the Online Workbook.

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

Fast track

You could ask students to complete exercise 1 at home in preparation for the listening activity. They can then compare their answers in pairs before you check their

answers.

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

Peer review

Positive reinforcement

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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson?
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. Culture spot: News online. Lesson 35

 

Unit of a long-term plan:

Virtual reality

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

10.4.5 deduce meaning from context in extended texts on a wide 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:

—   discuss the infographics with their partner

Most learners will be able to:

—   read the text and explain the difference between open and closed journalism

Some learners will be able to:

—   prepare a small presentation and compare open and closed journalism

Assessment criteria —   discuss open journalism and online news

—   use relevant vocabulary

Values links Respecting each other
Cross-curricular Media and ICT
Previous learning
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Resources
Start 10 min Greetings, organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework.

 

WARMER

 

Ask students about social media and the news. Write some of these questions on the board: Where can we find the news online? Where/How can you find out what other people think about different news stories? Do you like to read other people’s comments? Where do they tend to be in the world? Do you comment on the news? How easy is it to share the news? Have a class discussion to find out students’ answers to the questions.

 

1 Ask students to look at the infographic and discuss the information with their partner. Elicit thoughts from students, then ask them to answer the question.

 

Pre-teach some vocabulary. VOCABULARY FOCUS

engagement [n]: the feeling of being involved in a particular activity

influence [v]: to affect the way that someone thinks or behaves, or to affect the way that something happens input [n]: help in the form of ideas, advice or information, used in a process or in making a decision

 

instantaneously [adv]: immediately

 

shifting [adj]: shifting things such as standards or relationships are always changing

 

2a Students read the article about open journalism and online news and answer the question.

 

Answers

 

closed journalism – a complete and finished article written by a journalist

open journalism – an article that may have been written by the journalist and is then also open for comment on by its readers

Gateway Science Teacher’s Resource Centre, Worksheets, Unit 10, Culture: news online
Middle 25 min 2b Students read the article again and complete the sentences. Have them check in pairs before checking as a whole class.

 

Answers

1 online 2 increase 3 leading 4 intention 5 anywhere 6

Breaking 7 accessed

Gateway Science Teacher’s Resource Centre, Worksheets, Unit 10, Culture: news online
2c Have students answer the questions according to the article. Check their answers in small groups before answering in open class.

 

Answers

1   people to give their input, to contribute, participate and to shape and influence the news

2   online newspapers, magazines, social media 3 via social media, via comments, shares

4   two-thirds are from outside the UK

5   by reading comments, writing comments, sharing articles, writing articles, breaking news via social media

6   USA Today, The New York Times, Washington Post

7   France

8   No, people can comment directly onto some articles within online newspapers.

3a Put students in pairs to discuss and answer the questions. Elicit ideas and thoughts from the class.

 

Answers

 

Students’ own answers

 

PROJECT

3b Explain to students that they are going to work in small groups of three or four to prepare a project on a news story and how it has been covered in three different countries.

One will be their country, and a further two

in countries of their choice that covered the same story. They will make comparisons between the way the journalist(s) covered the story and how/if open

journalism was used in some way. Encourage students to discuss the points and questions given and any other areas they find of interest.

For Step 1, they can choose an international news story, or you could write a selection of some international headlines on pieces of paper to help and ask groups to pick one from a box. For Step 2, they will need Internet access to do their research, and this can either be done in class or at home.

Students can share their findings with their group in the next class.

End

5 minutes

3c Students use their notes to make a presentation comparing the three countries’ use of open journalism for the same story. Encourage students to discuss what differences they found, and whether one country used open journalism more than another. Make comparisons between the role of the public in sharing and commenting on the story in the different countries.

 

Assign students to wrap up the work on the project at home and share their findings with their group in the next class.

Gateway Science Teacher’s Resource Centre, Worksheets, Unit 10, Culture: news online
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

FAST FINISHERS/+EXTRA ACTIVITY

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?

 


 

Module 3. Revision – teachers are free to choose the materials for revision. Lesson 36

 

 

Unit of a long-term plan:

Virtual reality

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 moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework.
Middle 25 min
End

5 minutes

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

FAST FINISHERS/+EXTRA ACTIVITY

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?

 

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