Unit of a long-term plan:

Truth or False

School:________________________________________

Truth or False Legend or truth (analysing and telling urban legends)

Gateway Companion Unit 1. Legendary places – modern meanings

Date:

Teacher name:

Class:

Number present:

absent:

Lesson title

Legendary places – modern meanings

Learning objective(as)

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

10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

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:

- share their opinion about the legendary place described in the text using relevant vocabulary

Some learners will be able to:

- Write a mini saga about a place that they know

Assessment criteria

- Present their viewpoint

-Write a mini saga

Values links

Develop intercultural awareness

Cross-curricular

History and geography

Previous learning

Writing

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

10 min

Greeting and organisational moment

Checking homework.

Pre-teach relevant vocabulary from the glossary. Explain what a mini-saga is:

A mini saga is a story in exactly 50 words. The idea was popularized by a competition in the British newspaper The Daily Telegraph.

1

• Direct STs’ attention to the name of the place.

• Ask STs what they know about this place. Ask students to share opinions

Gateway Companion Humanities

Middle

25 min

2

• STs read the definition of the mini saga.

• Explain that STs are going to write a mini saga about a legendary place – real or invented. Direct STs to the table with ideas. Clarify any unknown words.

3

STs write their mini saga either in class or for homework. Then ask STs to work in groups and read out their stories. Decide which is the best and read this out to the class. Vote for the best mini saga in the class.

Gateway Companion Humanities

End

5 minutes

Homework: Assign students Gateway Companion, Unit 1 Legendary places, exercise 3.

Additional information

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

Ask fast finishers to proofread their mini-sagas and present it to their peers.

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

Oral feedback

Positive reinforcement

Peer review

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?

Unit of a long-term plan:

Truth or False

School: ___________________________________________________

Date:

Teacher name:

Class:

Number present:

absent:

Lesson title

Vocabulary: talking about people’s appearance and personality

Learning objective(as)

10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;

10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives 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:

- listen, check, and repeat new words

Most learners will be able to:

- listen to the audio tracks and note the adjective of personality that best describes each person

Some learners will be able to:

-talk about people’s appearance and personality

Assessment criteria

- use relevant vocabulary

- choose the adjectives from exercises to describe themselves

Values links

Cross-curricular

Previous learning

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

10 min

Greeting, organisational moments, and warmer.

Warmer

In pairs, students discuss the meaning of the unit title Personal best. Have students discuss their thoughts in pairs then elicit ideas from around the class.

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

Checking homework.

Appearance

In pairs, students put the words in the correct columns. Draw their attention to the examples in the table. You may like to provide students with dictionaries to help them with this task.

Answers

Build: overweight, strong, tall, well-built

Height: medium-height, tall

Hair: bald, blonde, curly, dark, fair, long, medium-length, spiky, straight, wavy

General: cute, good-looking, pretty

2 LISTENING 01 Play the track for students to listen, check and repeat. See p144 for the audioscript for this exercise.

Teacher development: Student Training. Recording vocabulary (See Teacher’s Book, page 29)

3 SPEAKING Ask students to work in pairs and take it in turns to describe people in the photos, encouraging them to use the vocabulary from exercise 1. Nominate individual students to say their descriptions to the rest of the class.

Suggested answers

Photo a (Laura Trott): She’s thin. She’s got long blonde hair. She’s very pretty.
Photo b (Eddie Redmayne): He’s tall and quite good- looking. He’s got short, fair hair.

Photo c (Usain Bolt): He’s well-built and strong. He’s got dark hair and brown eyes.

Teacher development: language. Negative prefixes (See Teacher’s Book, page 29)

Gateway Humanities Student’s Book, Unit 1, p. 6

Presentation Kit

Middle

25 min

Personality

4 Students match the personality adjectives with their opposites.

Answers 1d2e3a4c5f6b7g

5 Draw students’ attention to the personality adjectives in the box and drill pronunciation. Ask students to match the adjectives with the definitions 1–8. Check answers as a class. To extend the activity, ask students whether they think each adjective is negative or positive and ask them if they can think of any examples of each adjective.

Answers
1 reliable 2 selfish 3 nice 4 clever 5 shy 6 arrogant 7 bossy 8 confident

6 LISTENING 02 Play the track for students to listen to four teenagers talking about themselves. Ask them to note the adjective of personality that best describes each person. Elicit answers from students around the class and ask them to remember key phrases in the listening that helped them decide on their answers.

See p144 for the audioscript for this exercise.

Answers
1 Rose – lazy 2 William – arrogant 3 Jessica – tidy 4 Brandon – impatient

Gateway Humanities Student’s Book, Unit 1, p. 6

Presentation Kit

End

5 minutes

7a SPEAKING Ask students to choose five adjectives from exercises 4 and 5 to describe themselves. Students then tell their partner their adjectives and say why they chose them. Draw students’ attention to the example sentence and the use of quite and a bit to make the adjectives weaker. With a less confident class, ask students to make notes before they do this as a speaking activity.

7b Nominate students to tell the class about their partner. Remind students that they should be positive about their partner and focus on strengths rather than weaknesses

Homework: Students write a short text about themselves using the adjectives of appearance and personality they have studied in this lesson.

Assign students page 4 in their Workbook.

Gateway Humanities Student’s Book, Unit 1, p. 6

Presentation Kit

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 do exercise 1 at home so that less confident students can take the necessary time to look up the vocabulary in the Macmillan Online Dictionary.

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?

Unit of a long-term plan:

Truth or False

School: _________________________________________________

Date:

Teacher name:

Class:

Number present:

absent:

Lesson title

Myth busters

Reading: special people

Learning objective(as)

10.3.5 - interact with peers to make hypotheses 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:

- Read the text and understand the main information

Most learners will be able to:

- Read the text and guess the meaning of new words

Some learners will be able to:

- develop inference in reading and share ideas with their peers

Assessment criteria

- Give reasons to support their opinion using information from the text

Values links

- Respecting each other

Cross-curricular

- History

Previous learning

- Adjectives

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

10 min

Greeting and organisational moment

Checking homework.

FAST TRACK

You could ask students to read the text at home in preparation for completing exercise 3 together in class.

Warmer:

Play Hot Seat to start the class. Divide the class into two teams. A volunteer from Team A sits with their back to the board. Choose words from the previous lesson and write them on the board one by one. Team A defines the word for the volunteer to guess in one minute. After one minute, it is the other team’s turn to define the word, etc. The team that defines the most words in one minute wins the round.

1 In pairs, students look at the photos in the article and describe what they can see and discuss why they think the two people are special. Elicit answers from the class.

Suggested answers

In the first photo there is a man or boy under water. He isn’t moving. Perhaps he’s been there for a long time. Maybe he’s special because he can stay under water or hold his breath for a really long time.

In the second photo there is a woman playing chess. Chess is a very difficult game and people who play it well are very intelligent.

Gateway Humanities Student’s Book, Unit 1, p. 7

Presentation kit

Middle

25 min

2 READING Students read the article and check their ideas in exercise 1.

_{EXAM SUCCESS} Students discuss good procedure for doing a True/False reading exercise, then compare their answers with the information on page 144.

3 Students read the text again and decide if the statements are true or false. Tell them to write down the number(s) of the line(s) where they found the answer.

Answers
1 F (lines 3–5) 2 F (lines 9–11) 3 F (lines 11–14)

4 T (lines (18–19) 5 T (lines 29–33) 6 F (lines 35–36) 7 F (lines 36–38) 8 F (lines 47–52)

4 CRITICAL THINKING Have students read the quote and work individually to think of their answers to the questions. Encourage students to give reasons to support their opinion. Open the discussion up to the class and have a vote to see how many people agree or disagree with the quote. Nominate individual students to give their reasons.

5 Ask students to look at the underlined words in the text and to guess their meaning. Remind them that it can help to use context to guess meaning by looking at
the words before and after the underlined one. Allow students to check their ideas in a dictionary.

Answers

hold his breath = deliberately stop breathing lungs = organs in your chest you breath with highly = hugely
prove = show

gradually = slowly

Fast finishers

Ask students to write sentences using the new vocabulary in the text. They can then compare their sentences with other students.

Teacher development: Student Training . Inference in reading (See Teacher’s Book, page 3).

Gateway Humanities Student’s Book, Unit 1, p. 7

Presentation kit

End

5 minutes

6 SPEAKING What about you? In pairs or in small groups, students discuss the questions. If necessary, provide some suggestions, e.g. I’m really good at chess. I’d like to be good at ice-skating.

Homework: Assign students page 5 in their Workbook.

Gateway Humanities Student’s Book, Unit 1, p. 7

Workbook

Additional information

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

Fast finishers

Ask students to write sentences using the new vocabulary in the text. They can then compare their sentences with other students.

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?

Unit of a long-term plan:

Truth or False

Date:

Teacher name:

Class:

Number present:

absent:

Lesson title

Grammar in context: Present simple and present continuous. Adverbs of frequency

Learning objective(as)

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

10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech 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:

- use adverbs of frequency

Most learners will be able to:

- write sentences in the present simple and in the present continuous

Some learners will be able to:

- ask and answer the questions about their life and interview their peers

Assessment criteria

- use the tenses correctly

-ask and answer questions about their everyday life

Values links

- Respecting each other

Cross-curricular

Previous learning

Adverbs

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

10. in

1.Greeting and organisational moment

Checking homework.

FAST TRACK

You could ask students to do exercise 5a at home. Then they could do the pairwork in exercise 5b at the beginning of the next lesson.

Present simple and present continuous

1a Students match sentences a–g with rules 1–7

Answers 1c2f3b4e5g6d7

1b Students look through the article on page 7 for examples of a negative sentence and a question form in the present continuous. Elicit the answers and use this opportunity to remind students of rising intonation patterns in Yes/No questions.

Answers

... she isn’t teaching them in the same way as her father. Are we expecting another record attempt?

TEACHER DEVELOPMENT: LANGUAGE. Effective study of grammar (See Teacher’s Book, page 31)

2 Students look at the sentences and choose the correct alternative. Elicit answers from students and have them explain which usage from exercise 1a each sentence shows.

Answers
1 is playing 2 play 3 is becoming 4 need 5 is studying 6 changes 7 wear

Gateway Humanities Student’s Book, Unit 1, pp. 8-9

Presentation Kit

Middle

25 min

Adverbs of frequency

3 Ask students to look at the adverbs of frequency and choose the correct alternative to complete rules 1–4.

Answers
1 after 2 before 3 present simple 4 always, present continuous

+Extra activity

Ask students to write the names of three famous people who annoy them and to say why using vocabulary from the first lesson and adverbs of frequency.

4 Ask students to complete the text with the present simple or present continuous form of the verbs and the adverbs given.

Answers

a ’s always using b doesn’t usually play
c ’s becoming d ’s making e doesn’t usually wear f has got g often say h play i is changing
j don’t often play k always do l is finishing
m usually plays

5a Tell students to write two true sentences about themselves or a friend using the phrases given. Remind them to write one in the present simple and one in the present continuous, writing negative sentences if necessary. Direct students’ attention to the example sentences.

5b Ask students to read their sentences to each other and see how many of their sentences are the same.

6 SPEAKING In pairs, students take it in turns to ask and answer the questions. Draw their attention to the example speech bubbles and have two students read them out. Do this activity in open pairs first before students continue in closed pairs.

+Extra activity

To revise sentence stress, students identify and underline the stressed words in the example sentences in Exercise 6.

TEACHER DEVELOPMENT: Pronunciation. Sentence stress (See Teacher’s Book, page 31)

Gateway Humanities Student’s Book, Unit 1, pp. 8-9

Presentation Kit

End

5 minutes

7 Ask students to write at least three more questions like the ones in exercise 6 and the examples for this exercise, and continue interviewing their partner. At the end of the activity, ask students to read out their questions and interview other students in open class.

TEACHER DEVELOPMENT: PRONUNCIATION. Intonation (See Teacher’s Book, page 32)

Refer students to the Grammar reference on page 16 if necessary.

Homework:

Assign students page 6 in their Workbook.

Gateway Humanities Student’s Book, Unit 1, pp. 8-9

Presentation Kit

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 do exercise 5a at home. Then they could do the pairwork in exercise 5b at the beginning of the next lesson.

Extra activities for fast finishers will allow teachers to give more support to the rest of the class.

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

Peer review

Oral feedback

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?

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?

Unit of a long-term plan:

Truth or False

School:________________________________________

Date:

Teacher name:

Class:

Number present:

absent:

Lesson title

Developing vocabulary: synonyms and partial synonyms

Learning objective(s)

10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;

10.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives 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:

- look at the words and identify the difference between them

Most learners will be able to:

- match the words with the synonyms or partial synonyms

Some learners will be able to:

- describe a famous person using the synonyms and partial synonyms for their partner to guess who it is

Assessment criteria

- use the relevant vocabulary (synonyms and partial synonyms) in speaking and writing

- describe somebody’s appearance using relevant adjectives

Values links

- Respecting each other

Cross-curricular

Previous learning

Adjectives

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.

Checking homework.

FAST TRACK

Students could do exercise 2 as homework, using a dictionary if necessary. Ask them to compare their words in class before doing exercise 3a.

Synonyms and partial synonyms

1 Students look at the words and decide if they have similar meanings or if there is any difference between them. If there is a difference, ask students to say what it is. You may like to provide less confident students with dictionaries for this task.

Answers

All these words describe someone’s appearance in a positive way:
attractive – used for describing men and women who are pleasant to look at

beautiful – extremely attractive (usually used of women) cute – attractive, usually small and easy to like

good-looking – used for describing adults of both sexes and older children who are nice to look at
handsome – usually used for a man or boy
(= good-looking)

pretty – usually used for young women and girls who have nice faces

TEACHER DEVELOPMENT: LANGUAGE. Synonyms and partial synonyms (See Teacher’s Book, page. 32)

Gateway Student’s Book, Unit 1, p. 9

Presentation Kit

Middle

25 min

2 Students match the words in the box with the synonyms or partial synonyms.

Answers

cheerful – glad – happy, friendly – outgoing – sociable, difficult – hard, slim – thin, elderly – old

3a PRONUNCIATION In pairs, have students say the words in exercises 1 and 2 aloud. With a less confident class, you might want to say the words first for them to repeat. Ask students to find seven words with three syllables.

Answers

attractive, beautiful, good-looking, difficult, elderly, outgoing, sociable

3b 03 Play the track for students to listen and check their answers. Then ask students to listen again paying attention to the stress of the word and to write each one in the correct column. See p144 for the audioscript for this exercise.

Answers

3c Students practise saying the words with the correct stress. Play the track again if necessary and have students repeat after each word.

4 Students choose the best alternative in each sentence. If there is no difference, tell them to choose both.

Answers
1 old, elderly 2 (both) 3 cheerful 4 thin 5 (both) 6 (both)

5  Students prepare a description of a famous person using words from exercises 1 and 2 and words from page 6.

Gateway Student’s Book, Unit 1, p. 9

Presentation Kit

End

5 minutes

6  SPEAKING In pairs, students take it in turns to describe the person they chose in exercise 5 for their partner to guess who it is. Draw students’ attention to the example description.

Homework: Assign students page 7 in their Workbook.

Gateway Student’s Book, Unit 1, p. 9

Presentation Kit

Workbook

Additional information

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

Use FAST TRACK

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

Peer review

Oral feedback

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?

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?

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 Student’s Book

Unit 1, pp. 10-11

Presentation Kit

Life skills video and tasks Unit 1: Building your confidence (Teacher’s Resource Centre)

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 1✓2✓3✓4✗5✓

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.

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

Gateway Student’s Book

Unit 1, pp. 10-11

Presentation Kit

Life skills video and tasks Unit 1: Building your confidence (Teacher’s Resource Centre)

End

5 minutes

6 SPEAKING In pairs, students discuss who they think is the most and least confident. Encourage them to give reasons.

Homework: Assign student a Life Task.

Gateway Student’s Book

Unit 1

Presentation Kit

Life skills video and tasks Unit 1: Building your confidence (Teacher’s Resource Centre)

Additional information

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

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

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?

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

Self-learning

Previous learning

Adjectives

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

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.

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?

Peer review

Oral feedback

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?

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?

Unit of a long-term plan:

Truth or False

School:

Date:

Teacher name:

Class:

Number present:

absent:

Lesson title

Grammar in context: state and action verbs.

Learning objective(as)

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

10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;

10.6.10 - use present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics;

Level of thinking skills

Understanding, Knowledge, Application

Lesson objectives

All learners will be able to:

- to name action and state verbs

Most learners will be able to:

- write sentences about items in the photos using the state and action verbs

Some learners will be able to:

- complete the dialogue with the verbs in the present simple or continuous

Assessment criteria

- using state and action verbs in writing and speaking

Values links

Respecting each other and listening carefully

Cross-curricular

Self-learning

Previous learning

Present tenses

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.

Checking homework.

Test before you teach

Set the Flipped classroom video for homework before the lesson. You can check the students’ Flipped classroom video answers in the Online Workbook. This will allow you to assess the needs of the students before the class. Students can then move on to the relevant grammar practice exercises.
Talk to students about the change in classroom model. Go over the guidelines for watching the videos and discuss the procedure in class.

FAST TRACK

You could ask students to complete exercise 3 at home.

WARMER

Write the following four categories on the board and ask students to think of as many verbs as they can for each category in a three-minute time limit.
verbs of feeling (emotion)/verbs of thinking/verbs of the senses/verbs of possession

Tell them to open their books at page 16 and check to see they have thought of the state and action verbs in the Grammar reference.

1a Students look at the sentences and decide if they describe states and situations or if they describe actions.

Answer

They all describe states and situations.

1b  Ask the students to look at the sentences again and decide if they are in the present simple or present continuous and say why. (They are all in the present simple because action verbs can be used in continuous tenses, but verbs that describe states and situations can’t.)

1c  Tell students to put the verbs in blue in exercise 1a in the correct list.

Refer students to the Grammar reference on page 16

Answers
1 love, like 2 don’t believe, know, think 3 looks, smell 4 have

2 Students decide if each verb describes a state or action and choose the correct alternative.

Answers
1 am looking, Do you know 2 looks 3 has got

4 is having 5 Do you know 6 don’t understand 7 believe 8 don’t like, want

TEACHER DEVELOPMENT: LANGUAGE. State and action verbs. (See Teacher’s Book, page 35).

Gateway Humanities Student’s Book, pages 12-13

The flipped classroom video and tasks: state and action verbs.

(Teacher’s Resource Centre, Worksheets+Student’s Resource Centre: video, Unit 1)

Middle

25 min

3 Students complete the sentences with the correct form of the verbs.

Answers
1 sounds 2 smells 3 seem 4 looks 5 tastes 6 feels

4a Students write sentences about the items in the photos. Remind them to use one of the verbs and at least one of the adjectives in the boxes.

4b SPEAKING Students read out their sentences to their partner without saying the name of the items. Their partner must guess which things are being described. Focus students’ attention on the model dialogue.

5 Ask students to complete the dialogue with the verbs in the present simple or continuous. Have two students read out the dialogue to check answers.

Answers

a sound

b ‘m having

c’m staying

d remember

e has f belongs g lets

h wants

I are(you) doing

j’m getting k cooks

l’s making

m smells

n’re making

o need

p’s calling

Gateway Humanities Grade 10

Gateway Humanities Student’s Book, pages 12-13

End

5 minutes

6 SPEAKING Students complete the sentences about themselves and then predict their partner’s answers. Students compare their predictions in pairs.

TEACHER DEVELOPMENT: STUDENT TRAINING.

Portfolio assesment – learning diaries

Students can be encouraged to keep a diary where they reflect on how well they feel they are doing. A learning diary can constitute part of a student’s European Language Portfolio. Encouraging learners to become active, reflective learners is one of the many strengths of portfolio assessment. It gives learners the opportunity to reflect on their own progress and help them to take responsibility for their own learning. Such autonomous learners become successful learners, and this success can lead to more motivation. Portfolio assessment can support this cycle by contributing positively to each of the three factors: enhanced motivation, active learning and autonomous learning.

(See an example of a learning diary page, Teacher’s Book, page 35).

Homework: Assign students page 8 in their Workbook.

Gateway Humanities Grade 10

Additional information

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

EXTRA ACTIVITY:

Students write their answers from the speaking activity in exercise 6, but this time with three false sentences. At the beginning of the next class, students could read out their sentences for their partner to guess which sentences are false.

Refer students to the Grammar reference on page 16 if necessary.

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?

Unit of a long-term plan:

Truth or False

School:

Date:

Teacher name:

Class:

Number present:

absent:

Lesson title

Developing speaking: asking for and giving personal information. Lesson 9.

Learning objective(as)

10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

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 identify the speaker after listening to the audio track

Most learners will be able to:

- write questions about themselves

Some learners will be able to:

- talk about themselves and answer the questions

Assessment criteria

- answer the questions about themselves

- use question tags in speaking and writing

Values links

Respecting each other and listening carefully

Cross-curricular

Self-learning

Previous learning

Questions

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.

Checking homework.

FAST TRACK

You could ask students to complete the sentences in exercise 5 at home. They can then compare their sentences in pairs in the next lesson.

WARMER

Students think of the name of a hobby for each letter of the alphabet except X. Give students five minutes.

Suggested answers

acting, basketball, computers, drumming, embroidery, football, guitar, horse-riding, ice-skating, juggling, kite-flying, listening to music, making models, needlework, origami, photography, quilting, role- playing games, stamps, trainspotting, UFOs, video and computer games, woodwork, yoga, zorbing

2 LISTENING 06 Play the track for students to listen and say what each person’s hobbies are. See pp144–145 for the audioscript for this exercise.

Answers

Megan’s hobby: basketball
Ellie’s hobbies: swimming, rock music, playing the guitar

Gateway Humanities Grade 10

Student’s Book, page 14

Presentation Kit

Middle

25 min

2 06 Ask students to complete the dialogue. Play the track again if necessary.

Answers
a first b basketball c swimming d rock e guitar f good

3 SPEAKING In pairs, students practise the completed dialogue in exercise 2.

FAST FINISHERS

Ask students to swap roles and do the activity again, trying to repeat as much as they can from memory.

4 Students look at the sentences in the Speaking bank and read the information about question tags. Students then choose the correct alternative in the statements.

Answers
1 subject pronouns 2 auxiliary verbs and ‘to be’ 3 negative, affirmative

5 Students complete the sentences with question tags.

Answers
1 haven’t you 2 can you 3 doesn’t she

4 isn’t she 5 is he 6 does he 7 can’t they

TEACHER DEVELOPMENT: PRONUNCIATION. Question tags

TEACHER DEVELOPMENT: STUDENT TRAIINING. Question Tags (See Teacher’s Book, page 36).

6 SPEAKING In pairs, Student A turns to page 147 and Student B turns to page 148. Students take it in turns to read out the first part of a sentence to see if their partner gives the correct question tag.

PRACTICE MAKES PERFECT

7a SPEAKING Individually, students write down five things they think they know about their partner’s free-time habits.

7b In pairs, students have a conversation about their hobbies. Encourage them to use their ideas from exercise 7a and question tags to keep the conversation going. Draw students’ attention to the model dialogue.

Model dialogue

A: Tell me something about your hobbies. You like playing tennis, don’t you?

B: Yes, I do. I’m in the school tennis club and I play twice a week.

A: Do you play any other sports?

B: I quite like playing football, but I’m not very good.

A: Well, I’m not very good at any sport! I like music though. You don’t play an instrument, do you?

B: Yes, I do, I play the guitar and the clarinet.

A: Oh yes, you play in the school orchestra, don’t you?

B: Yes, that’s right. You play the flute, don’t you?

A: Yes. And I really like listening to music.

B: Me too. What kind of music do you like?

A: Oh, I like all sorts, but my favourite band at the moment is 5 Seconds of Summer.

B: Great! Come to my house some time and we can listen to music.

A: OK, thanks!

Gateway Humanities Grade 10

Student’s Book, page 14

Presentation Kit

End

5 minutes

7c Ask students to work with a new partner and produce another dialogue. Use the model dialogue above, by handing out a copy to each pair and having one pair read aloud to the rest of the class. Encourage more confident classes to produce their dialogues without making notes first.

Homework: Assign students page 9 in their Workbook.

Gateway Humanities Grade 10

Student’s Book, page 14

Presentation Kit

Workbook

Additional information

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

+EXTRA ACTIVITY/FAST FINISHERS

Students could write sentences with question tags on the end like the ones in exercise 5. At the start of the next lesson, they could take it in turns to test their partner to see if they can give the correct question tag.

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?

Unit of a long-term plan:

Truth or False

School:________________________________________

Date:

Teacher name:

Class:

Number present:

absent:

Lesson title

Developing writing: writing an informal email describing people.

Lesson 10.

Learning objective(as)

10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular topics;

10.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics

Level of thinking skills

Understanding, Knowledge, Application

Lesson objectives

All learners will be able to:

- differentiate between formal and informal emails

Most learners will be able to:

- write notes about each person’s personality

Some learners will be able to:

- write an email describing the appearance and personality of the people in the photo

Assessment criteria

- To write an informal email describing people with the focus on grammar accuracy as well as the correct use of punctuation, capitalisation, spelling, and paragraphs

Values links

Respecting each other

Cross-curricular

IT

Previous learning

Informal writing

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.

FAST TRACK

You could ask students to do exercises 2 and 3 at home and check their answers at the start of the lesson. Alternatively, you could set the writing task in exercise 5a as homework.

WARMER

Write these three statements on the board and ask students to discuss if they are true or false.

1 We start an informal email with the word Dear.

2 We end an informal email with words like Take care,

or Love, or Thinking of you.

3 When we finish an email we write our first and last

name.

Answers

1 F (We write Hi and the name of the person we are writing to.)

2T

3 F (We write our first name or nickname.)

1 READING Students read Mia’s email to her e-pal and name the different people in the photo. Elicit answers in open class.

Answers
a Rose b Mia c Olivia d Brad

Gateway Humanities Student’s Book, developing writing: writing an informal email describing a person, page 15

Middle

25 min

2 Tell students to read the email again and write notes about each person’s personality.

Answers

Brad: totally mad, makes people laugh

Rose: extremely clever and helpful

Olivia: always cheerful

3 Ask students to complete the sentences in the Writing bank by looking again at Mia’s email. Point out that we generally use rather instead of quite with negative feelings or words.

Answers
1 tired 2 an actress 3 he needs a holiday

4 normal 5 extreme 6 softer

4 Ask students to complete the sentences to describe some of the people in the photo.

Suggested answers

1 clever, long hair

2 happy, mad
3 nice person, friendly

4 shy, he’s quite serious

5a  Students find a photo of themselves with friends or family. Tell them to write an email describing the appearance and personality of the people in the photo. Remind them to use the email in exercise 1 as a model and include words and expressions from the Writing bank. Refer students to the Writing bank on page 150.

5b  Students show their photo and description to their partner to see if they can identify the people in the photo correctly. For students who are less confident, photocopy the model email below for extra support during the writing task. They can use the model and update the underlined parts.

Model email

Model email

Hi Sam!
You asked me to send you a photo of me and my family. So here it is! Can you guess who everyone is? I’m the one in the black T-shirt. You can probably tell that my sister, Alison, is sitting next to me. Everybody says
we look a bit like each other. In the photo she’s got medium-length brown hair but now it is really short. She is an absolutely fantastic sister, but she is rather bossy sometimes. I’m sitting next to her daughter, Abby. She’s very talkative. That’s my nephew, Greg, at the top of
the table. He’s really funny. My mum is at the end of the table. She’s really patient and helps us a lot. Then there’s my dad next to her; he’s always cheerful. The photo
was taken when we were on holiday in Puerto Pollença, Mallorca. It’s a totally amazing place! I want to go back there one day.
Right, I need to go. I’m going out in about ten minutes! When you send your next email, don’t forget to send me a picture of you and your family.
Take care,
Susie

Gateway Humanities Student’s Book, developing writing: writing an informal email describing a person, page 15

Presentation Kit

End

5 minutes

TEACHER DEVELOPMENT: STUDENT TRAINING

Assessing writing

Ask students to assess their performance in each writing activity in the Developing writing section and give themselves a mark according to the following self- assessment criteria. Their written work and assessments could help them to reflect on their progress.

^{Are your sentences complete?}

^{Is there subject-verb agreement?}

^{Is there consistency in verb tense?}

^{Are pronouns used correctly?}

^{Are all your words used correctly?}

^{Are punctuation, capitalisation, spelling and paragraphs used correctly?}

^{Provide students with a key to the marking symbols you use to correct texts to help them grade their or their partner’s work:}

Homework: Assign students page 10 in their Workbook.

Gateway Humanities Student’s Book, developing writing: writing an informal email describing a person, page 15

Presentation Kit

Workbook

Additional information

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

FAST FINISHERS

In pairs, students could check each other’s writing and comment on things they think their partner could improve on and expand on.

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?

Unit of a long-term plan:

School:________________________________________

Date:

Teacher name:

Class:

Number present:

absent:

Lesson title

Language checkpoint: Unit 1/Summative assessment on Module 1

Learning objective(as)

10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;

10.6.9 - use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech 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:

- differentiate the present simple from present continuous

Most learners will be able to:

- complete the sentences with the correct form of the present simple or present continuous;

Some learners will be able to:

- write the opposite of the words

Assessment criteria

- use synonyms and partial synonyms

- use present simple and present continuous correctly

Values links

Respecting each other

Cross-curricular

Lifelong learning

Previous learning

Synonyms

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

10 min

Greeting, organisational moment, and warmer. Teacher introduces a new theme, learning objectives, and assessment criteria.

Checking homework.

FAST TRACK

Students read the Grammar reference and Vocabulary sections on page 16 before completing the revision exercises on the following page.

Gateway Humanities Student’s Book, pages 16-17

Middle

25 min

Grammar revision p 17

Present simple and present continuous

1 Students complete the sentences with the correct form of the present simple or present continuous.

Answers
a are (you) wearing b don’t usually wear
c ‘m going d ‘m starting e work f ‘re saving

Adverbs of frequency

2 Students decide if the sentences are correct or not and correct any mistakes.

Answers
1 I don’t usually go to school by bus.

2 (correct)
3 My friends and I sometimes play football after school. 4 Adam is often late.
5 (correct)
6 He never eats meat.

State and action verbs

3 Students choose the correct alternative.

Answers

1 need 2 Do you know 3 Are you having
4 owns 5 don’t seem 6 prefer 7 are you looking 8 belongs

Vocabulary revision p17

APPEARANCE

1 Students complete the words to make adjectives. Then they decide the correct category for each word.

Answers
1 attractive (general)

2 well-built (build)
3 medium-height (height) 4 straight (hair)
5 cute (general)
6 overweight (build)
7 bald (hair)

PERSONALITY

2 Students write the opposite of the words. Answers

1 noisy 2 untidy 3 serious 4 clever/intelligent/bright 5 unfriendly 6 lazy 7 impatient

Gateway Humanities Student’s Book, pages 16-17

End

5 minutes

SYNONYMS AND PARTIAL SYNONYMS

3 Students write a synonym for each underlined word.

Answers

1 clever/intelligent 2 good-looking/handsome 3 hard 4 cheerful 5 sociable 6 elderly

HOMEWORK: Assign students page 11 in their Workbook.

Gateway Humanities Student’s Book, pages 16-17

Workbook

Additional information

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

FAST FINISHERS

You can print out the Grammar extension /revision worksheets for Fast finishers from the Teacher’s Resource Centre

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?

Unit of a long-term plan:

Truth or False

School:________________________________________

Date:

Teacher name:

Class:

Number present:

absent:

Lesson title

Learning objective(as)

10.1.8 - develop intercultural awareness through reading and discussion;
10.3.2 - ask and respond to complex questions to get information about a wide range of general and curricular topics;

10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

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:

- Discuss the text and answer the questions

Some learners will be able to:

- To find and present information about other natural sceneries around the world

Assessment criteria

- Present information, answer the questions, and use relevant vocabulary

Values links

Develop intercultural awareness

Cross-curricular

History, geography, and culture

Previous learning

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

10 min

Greeting, organisational moment, and warmer.

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

1

• Ask STs if they know about any other national parks in Kazakhstan. Ask STs to discuss their ideas in pairs. You can ask about photos.

• You may ask STs to answer individually or work together as a group.

Checking homework.

Gateway Companion Humanities

Unit 1

KZ Culture spot: National parks, pages 4-5

Middle

25 min

2

• Ask STs to read the text and check their ideas. Encourage them to ignore all unknown vocabulary in the text.

• When STs have finished, introduce words from the Glossary.

3

• Ask STs to read the text again.

• Ask STs to work in pairs. Encourage STs to discuss and ask questions.

• Check answers together when STs have finished.

• Ask STs to go online and try to find out more information about other national parks in Kazakhstan.

• Give the STs enough time to exchange information within their groups.

• Encourage the STs from each group to tell their stories to the class.

Gateway Companion Humanities

Unit 1

KZ Culture spot: National parks, pages 4-5

End

5 minutes

Homework: You may want to ask STs to find out about other touristic sites in Kazakhstan as well as around the world.

Gateway Companion Humanities

Unit 1

KZ Culture spot: National parks, pages 4-5

Additional information

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

Ask fast finishers to think about other breath-taking sceneries around the world and find information about.

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

Oral feedback

Positive reinforcement

Peer review

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?

Unit of a long-term plan:

Controversial issues

School:________________________________________

Date:

Teacher name:

Class:

Number present:

absent:

Lesson title

Discussing pros and cons of immigration: New country, new language, … new identity

Learning objective(as)

10.1.8 - develop intercultural awareness through reading and discussion;
10.3.2 - ask and respond to complex questions to get information about a wide range of general and curricular topics;

10.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

Level of thinking skills

Understanding, Knowledge, Application

Lesson objectives

All learners will be able to:

- read the text and identify the type of the text

Most learners will be able to:

- read the text and identify the main message of the text

Some learners will be able to:

- to read the text and answer complex questions following the text

Assessment criteria

- To ask and answer questions about migration using relevant vocabulary and justifying answers based on ideas from the text

Values links

Respecting each other and appreciating different cultures

Cross-curricular

Language

Previous learning

Travelling

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.

1

• Ask STs to look at the photo. Ask what they can guess about the woman and her situation.

• Ask STs to look at the text and identify what type of text it is.

• Elicit answers from the class.

Possible answers

1. review of a TV show 2. c, d

Gateway Companion Humanities, Unit 2, pages 7-8

Middle

25 min

2

• Give STs time to read the article and then work individually to answer the questions

• Have STs compare answers in pairs. Finally, ask them to point out to each other the information in the text that gave them the answer.

Answers

1 b 2 b 3 a 4 a

Gateway Companion Humanities, Unit 2, pages 7-8

End

5 minutes

SPEAKING. Divide the class into two teams. The teams take it in turns to list advantages and disadvantages of migration. Make sure that students justify their answers and listen carefully to each other. They score one point for each argument. Draw students’ attention to the arguments outlined in the text.

Homework: Assign students to write a short essay (100-150 words) about their own language and cultural identity.

Gateway Companion Humanities, Unit 2, pages 7-8

Additional information

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

FAST FINISHERS

In pairs, students brainstorm ideas what challenges can arise when people move to another country, in addition to language and identity issues discussed in the text.

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?

Unit of a long-term plan:

Controversial issues

School:________________________________________

Date:

Teacher name:

Class:

Number present:

absent:

Lesson title

Vocabulary: transport and travel, accommodation

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;

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

10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding;

Level of thinking skills

Understanding, Knowledge, Application

Lesson objectives

All learners will be able to:

- pronounce, and read new words connected to travelling as well as check their meaning in the dictionary

Most learners will be able to:

- to listen to a conversation and guess what modes of transport have been used

Some learners will be able to:

- to plan and discuss a perfect weekend away

Assessment criteria

- talk about transport and travel and types of accommodation using relevant vocabulary

Values links

Respecting each other

Cross-curricular

Physics; Geography

Previous learning

Travelling

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

10 min

Greeting, organisational moment, and warmer. Teacher introduces a new theme, learning objectives, and assessment criteria.

Checking homework.

FAST TRACK

You could ask students to do exercise 1 at home so that less confident students can take the necessary time to look up the vocabulary in the Macmillan Online Dictionary.

WARMER
Put students in pairs and draw their attention to the four photos in exercise 1. Tell them to think of one positive and one negative thing about each mode of transport. Elicit ideas from students. Tell students that the topic of the unit is Travelogue and ask them to brainstorm any themes or ideas they think they will study in this unit.

Transport and travel

1 In pairs, students write the types of transport they can see in the photos in the correct columns, as in the example.