КСП КМЖ General Humanities Gateway Humanities Grade 10 ОГН Macmillan Education


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?

 

 


 

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