Discipline

«Foreign Language»

(Social and Humanitarian Direction)

Module/unit

Module 9. Independent project

Theme of the lesson

Amazing places/ Simply unforgettable

Teacher

__________ Dzhumagulova Indira Mukhanovna

Date:

«27» December 2023

General information

Course 1 Group EI 23-3

Type of the lesson

Assimilation of new knowledge, combined lesson

Lesson objectives

1) 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;

2) Evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

3) explain and justify their own and others’ point of view on a range of general and curricular topics

Assessment Criteria

Learners will be able to:

• Define key ideas on topic “Dіfferent ways of living” through lіstening and develop listening skills

• Discuss the topic with peers, describe appearance and character of Hadza tribe

• Discuss the advantages and disadvantages living in the tribes.

Resources

https://www.youtube.com/watch?v=wG7OGeMKQL0&t=13s https://youtu.be/7Wl4t1PgiSE?si=x5VeSXSwp0EcGdhP

PROGRESS OF THE LESSON

Stages of the lesson

Planned lesson activities

Resources

Start of the lesson

(call stage)

20 min

1. Organization moment.

Goal: creating a collaborative environment.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: Ball game came from Chula. It seems a bit simple at first, but it’s not as easy as it appears. First, we need a ball.

The first student holds the ball and asks a question like

“How old is your boyfriend?” As the first girl is asking the question, she throw the ball to a friend who in turn must answer the question before touching the ball to catch it. Otherwise, if the friend hesitates for too long, or is too slow and hasn’t finished answering before she touches/catches the ball, then she is disqualified and must leave the circle and sit down.

Then, next girl on her right takes the ball, and asks yet another question while throwing it to yet another girl, who in turn must answer before her hands touch the ball, and so on and so on, until there is only one girl/person left standing.

Some sample questions might be

What’s your mother’s age? How many children are there in your family? What is your favorite sport? What is your favorite color? Movie? Song ? Actor? What is your favorite gemstone? What Sport do you play best? How tall are you? How much do you weigh? What kind of movies do you like? Music? Car? Fast food What is the capitol of USA?

II. Updating of prior knowledge

Answers to homework questions

Description of favorite book, genre or author

Work in group. How would this story be different if it took place today? Think of: characters-place-plot. Present your idea to the class.

Appendix 1

Mid-lesson

(Comprehension stage)

55 min

3. Learning new material

I show the students the photos of the picturesque places. Students predict the topic of the lesson.

• Brainstorming

Leading questions:

What do you think the main theme of today’s lesson will be?

What factors do you think shape the way people live in different parts of the world?

Begin with a brief discussion about the concept of different ways of living. Ask students to share their thoughts on what influences the way people live, considering cultural, geographical, and environmental factors.

Introduce students to the topic and objectives of the lesson.

Dividing into groups

Here I divide students into 3 groups by 1, 2, 3 numbers and direct Ss’ attention to the texts A-C and the words in the lists above each one, give Ss time to use the words to complete the texts.

https://wordwall.net/ru/resource/65530127

Presenting new vocabulary.

Watch the video “People around the world” following the text in their book.

CCQ -Low achievers answer YES/NO questions, high achievers 5 Ws and H questions

Low achievers- Is the text A about Mongolia?

Are they friendly?

Are they happy to have guests?

Are the clothes of the Maasai colorful?

Do they like to wear necklace?

Do the Atayal live in Taiwan?

Are they hunters?

High achievers 5 Ws and H questions

What kind of people are Mongolians?

Where is Mongolia situated?

What kind of the clothes of the Maasai?

What do the Atayal do?

What don’t they like to do?

How are the Atayal called?

Use maps, flow charts, or webs to organize materials. (Find some additional information about these countries, their traditions, show them in the map)

https://wordwall.net/ru/resource/62090933

Cognitive strategy

Uses reading skills to highlight necessary information

Differentiation method- They watch the video twice.

Make some differences and similarities between these countries and traditions by Venn diagram like postures

Find out similarities and differences between these countries

TPR method

Explicit teaching of vocabulary. Teacher explains new words related to the topic using “Definitions” method. It’s a verbal explanation, giving synonyms, antonyms, or superordinate terms, giving a full definition.

New words to learn:

Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up

3Bows- weapons that shoot arrows

1Lean- without fat

2Curly- having curls

8Attached- liking very much

5Native- belonging to an area

7Gather- collect together

4Crops- food grown to eat

6Generous- giving things to others

3Wander- walk freely around an area

What do the sentences in Ex 1 tell us about the Hadza?

Why are they the last of the first?

KWL chart stands for Know, Want to Know, Learned. They start by writing everything they know, everything they already know about a topic on the K column. Afterwards students list questions about what they want to know about the topic in the W column

What do the sentences in Ex 1 tell us about the Hadza?

Why are they the last of the first?

LISTENING

Task 1.Pre – listening

• Group work

This activity helps to develop critical thinking.

Task 2. While listening

• Video watching

Skimming

I demonstrate the video on the topic of “Hadza the last of the first”. Students watch the video and do some tasks.

Task 3. Post – listening

1. True or False

Listening for detailed comprehension.

Task for low motivated students. Tasks for high motivated students.

Collaborative approach. Students talk about the peculiarities of Hadza tribe’s life.

The students understand the main idea and demonstrate their ability to talk about based on the video.

Low-achieving students scan the text and for each question, choose the correct answer to express their understanding.

High-achieving students scan the text intensively to get as much information as possible. They answer commands such as:

Identify the importance of living in the tribe.

Circle three adjectives describing tribe.

Underline the sentence about peculiarities of this tribe

Describe their appereances.

Explain why they chose this way of living.

Жүктеу

ЖИ арқылы жасау

ЖИ арқылы жасау

Бөлісу

Материалға шағымдану

Бұл материал сайт қолданушысы жариялаған. Материалдың ішінде жазылған барлық ақпаратқа жауапкершілікті жариялаған қолданушы жауап береді. Ұстаз тілегі тек ақпаратты таратуға қолдау көрсетеді. Егер материал сіздің авторлық құқығыңызды бұзған болса немесе басқа да себептермен сайттан өшіру керек деп ойласаңыз осында жазыңыз

Жариялаған:

Джумагулова Индира Мухановна

19 Желтоқсан 2023

390

Шағым жылдам қаралу үшін барынша толық ақпарат жіберіңіз

Шағымды қалдыру

Ашық сабақ Different ways of living

Тақырып бойынша 11 материал табылды

Ашық сабақ Different ways of living

Материал туралы қысқаша түсінік

Монғолия, Тайвань және Африка тайпаларының өмір сүру әдет-ғұрыптарының ерекшеліктерін айта отырып, заманның дамуын негізге ала отырып, студенттердің мәдениетаралық құзіреттіліктерін дамыту. Мәтіннің негізінде «Түрлі елдердің өмір сүру әдет-ғұрыптары/Хадза» тақырыптарында өз ойларын жеткізуді.

Материалды жүктеу

Материалдың қысқаша нұсқасы

LESSON PLAN

Discipline		«Foreign Language» (Social and Humanitarian Direction)
Module/unit		Module 9. Independent project
Theme of the lesson		Amazing places/ Simply unforgettable
Teacher		__________ Dzhumagulova Indira Mukhanovna	Date: «27» December 2023
General information		Course 1 Group EI 23-3
Type of the lesson		Assimilation of new knowledge, combined lesson
Lesson objectives		1) 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; 2) Evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics; 3) explain and justify their own and others’ point of view on a range of general and curricular topics
Assessment Criteria		Learners will be able to: Define key ideas on topic “Dіfferent ways of living” through lіstening and develop listening skills Discuss the topic with peers, describe appearance and character of Hadza tribe Discuss the advantages and disadvantages living in the tribes.
Resources		https://www.youtube.com/watch?v=wG7OGeMKQL0&t=13s https://youtu.be/7Wl4t1PgiSE?si=x5VeSXSwp0EcGdhP
PROGRESS OF THE LESSON
Stages of the lesson	Planned lesson activities			Resources
Start of the lesson (call stage) 20 min	Organization moment. Goal: creating a collaborative environment. The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: Ball game came from Chula. It seems a bit simple at first, but it’s not as easy as it appears. First, we need a ball. The first student holds the ball and asks a question like “How old is your boyfriend?” As the first girl is asking the question, she throw the ball to a friend who in turn must answer the question before touching the ball to catch it. Otherwise, if the friend hesitates for too long, or is too slow and hasn’t finished answering before she touches/catches the ball, then she is disqualified and must leave the circle and sit down. Then, next girl on her right takes the ball, and asks yet another question while throwing it to yet another girl, who in turn must answer before her hands touch the ball, and so on and so on, until there is only one girl/person left standing. Some sample questions might be What’s your mother’s age? How many children are there in your family? What is your favorite sport? What is your favorite color? Movie? Song ? Actor? What is your favorite gemstone? What Sport do you play best? How tall are you? How much do you weigh? What kind of movies do you like? Music? Car? Fast food What is the capitol of USA? II. Updating of prior knowledge Answers to homework questions Description of favorite book, genre or author Work in group. How would this story be different if it took place today? Think of: characters-place-plot. Present your idea to the class.			Appendix 1
Mid-lesson (Comprehension stage) 55 min	Learning new material I show the students the photos of the picturesque places. Students predict the topic of the lesson. Brainstorming Leading questions: What do you think the main theme of today’s lesson will be? What factors do you think shape the way people live in different parts of the world? Begin with a brief discussion about the concept of different ways of living. Ask students to share their thoughts on what influences the way people live, considering cultural, geographical, and environmental factors. Introduce students to the topic and objectives of the lesson. Dividing into groups Here I divide students into 3 groups by 1, 2, 3 numbers and direct Ss’ attention to the texts A-C and the words in the lists above each one, give Ss time to use the words to complete the texts. https://wordwall.net/ru/resource/65530127 Presenting new vocabulary. A 1 dark 2 rosy 3 friendly 4 happy B 5 nomadic 6 colorful 7 slim 8 polite C 9 pale 10 face 11 courageous 12 peaceful Watch the video “People around the world” following the text in their book. CCQ -Low achievers answer YES/NO questions, high achievers 5 Ws and H questions Low achievers- Is the text A about Mongolia? Are they friendly? Are they happy to have guests? Are the clothes of the Maasai colorful? Do they like to wear necklace? Do the Atayal live in Taiwan? Are they hunters? High achievers 5 Ws and H questions What kind of people are Mongolians? Where is Mongolia situated? What kind of the clothes of the Maasai? What do the Atayal do? What don’t they like to do? How are the Atayal called? Use maps, flow charts, or webs to organize materials. (Find some additional information about these countries, their traditions, show them in the map) https://wordwall.net/ru/resource/62090933 Cognitive strategy Uses reading skills to highlight necessary information Differentiation method- They watch the video twice. Make some differences and similarities between these countries and traditions by Venn diagram like postures Find out similarities and differences between these countries TPR method Explicit teaching of vocabulary. Teacher explains new words related to the topic using “Definitions” method. It’s a verbal explanation, giving synonyms, antonyms, or superordinate terms, giving a full definition. New words to learn: Check these words box and explain/elicit the meanings of the words or ask Ss to use their dictionaries and look them up 3Bows- weapons that shoot arrows 1Lean- without fat 2Curly- having curls 8Attached- liking very much 5Native- belonging to an area 7Gather- collect together 4Crops- food grown to eat 6Generous- giving things to others 3Wander- walk freely around an area What do the sentences in Ex 1 tell us about the Hadza? Why are they the last of the first? KWL chart stands for Know, Want to Know, Learned. They start by writing everything they know, everything they already know about a topic on the K column. Afterwards students list questions about what they want to know about the topic in the W column What do the sentences in Ex 1 tell us about the Hadza? Why are they the last of the first? LISTENING Task 1.Pre – listening Group work This activity helps to develop critical thinking. Task 2. While listening Video watching Skimming I demonstrate the video on the topic of “Hadza the last of the first”. Students watch the video and do some tasks. Task 3. Post – listening 1. True or False Listening for detailed comprehension. Task for low motivated students. Tasks for high motivated students. Collaborative approach. Students talk about the peculiarities of Hadza tribe’s life. The students understand the main idea and demonstrate their ability to talk about based on the video. Low-achieving students scan the text and for each question, choose the correct answer to express their understanding. High-achieving students scan the text intensively to get as much information as possible. They answer commands such as: Identify the importance of living in the tribe. Circle three adjectives describing tribe. Underline the sentence about peculiarities of this tribe Describe their appereances. Explain why they chose this way of living. Материалды жүктеу Жүктеу Сақтау Бөлісу ЖИ арқылы жасау Файл форматы: docx Шет тілі Ашық сабақ 10 сынып 19.12.2023 390 Жүктеу Сақтау ЖИ арқылы жасау Жариялаған: Джумагулова Индира Мухановна Бұл материалды қолданушы жариялаған. Ustaz Tilegi ақпаратты жеткізуші ғана болып табылады. Жарияланған материалдың мазмұны мен авторлық құқық толықтай автордың жауапкершілігінде. Егер материал авторлық құқықты бұзады немесе сайттан алынуы тиіс деп есептесеңіз, шағым қалдыра аласыз Қазақстандағы ең үлкен материалдар базасынан іздеу Сіз үшін 400 000 ұстаздардың еңбегі мен тәжірибесін біріктіріп, ең үлкен материалдар базасын жасадық. Төменде керек материалды іздеп, жүктеп алып сабағыңызға қолдана аласыз Іздеу Материал жариялап, аттестацияға 100% жарамды сертификатты тегін алыңыз! Ustaz tilegi журналы министірліктің тізіміне енген. Qr коды мен тіркеу номері беріледі. Материал жариялаған соң сертификат тегін бірден беріледі. Толығырақ Оқу-ағарту министірлігінің ресми жауабы Сайтқа 5 материал жариялап, тегін АЛҒЫС ХАТ алыңыз! Қазақстан Республикасының білім беру жүйесін дамытуға қосқан жеке үлесі үшін және де Республика деңгейінде «Ustaz tilegi» Республикалық ғылыми – әдістемелік журналының желілік басылымына өз авторлық материалыңызбен бөлісіп, белсенді болғаныңыз үшін алғыс білдіреміз! Жариялау Сайтқа 25 материал жариялап, тегін ҚҰРМЕТ ГРОМАТАСЫН алыңыз! Тәуелсіз Қазақстанның білім беру жүйесін дамытуға және білім беру сапасын арттыру мақсатында Республика деңгейінде «Ustaz tilegi» Республикалық ғылыми – әдістемелік журналының желілік басылымына өз авторлық жұмысын жариялағаны үшін марапатталасыз! Жариялау Министірлікпен келісілген курстар тізімі Химия пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Тарих пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Биология пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Ағылшын тілі пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ География пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Информатика пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Мектепке дейінгі білім беру бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ «Қазақ тілі» жəне «Қазақ əдебиеті» бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Дене шынықтыру пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Білім алушылардың білім сапасын арттыру мақсатында сабақта цифрлық технологияларды қолдану 80/108 сағат Толығырақ Инклюзивті білім беру жүйесінде ерекше білім беру қажеттілігі бар білім алушыға психологиялық-педагогикалық қолдау көрсету бойынша педагогтердің кәсіби және пәндік құзыреттіліктерін дамыту 80/108 сағат Толығырақ