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Gateway 10th grade lesson plan
Дипломдар мен сертификаттарды алып үлгеріңіз!
Материалдың толық нұсқасын
жүктеп алып көруге болады
10 сыныптарға арналған сабақ жоспарлар
Поурочные планы для 10 класса (общественно-гуманитарного цикла)
Lesson Plans for the 10th grade (Humanities)
2019-2020 оқу жылы/учебный год/academic year
Gateway Humanities for Kazakhstan Grade 10
Macmillan Education
Table of Contents
Module 1. Truth or Legend. Legend or truth (analysing and telling urban legends). 4
Legendary places – modern meanings. Lesson 1 4
Module 1. Vocabulary: talking about people’s appearance and personality. Lesson 2 6
Module 1. Myth busters. Reading: special people. Lesson 3 9
Module 1. Developing vocabulary: synonyms and partial synonyms. Lesson 5 15
Module 1. Life skills: personal well-being (building your confidence). Lesson 6 18
Module 1. Listening: personality test. Lesson 7 22
Module 1. Grammar in context: state and action verbs. Lesson 8 24
Module 1. Developing speaking: asking for and giving personal information. Lesson 9. 29
Module 1. Developing writing: writing an informal email describing people. Lesson 10 32
Module 1. Language checkpoint: Unit 1/Summative assessment on Module 1. Lesson 11 36
Module 1. KZ Culture spot: National parks. Lesson 12 39
Module 2. Vocabulary: transport and travel, accommodation. Lesson 14 44
Module 2. Reading: Notes from a Small island. Lesson15 47
Module 2. Grammar in context: past simple, past continuous, and past perfect. Lesson 16 50
Module 2. Developing vocabulary: phrasal verbs connected with travel. Lesson 17 53
Module 2. Life skills the world around you: being a responsible tourist. Lesson 18 57
Module 2. Listening: travelling around the world. Lesson 19 61
Module 2. Grammar in context: used and would/Summative assessment on Module 2. Lesson 20. 63
Module 2. Developing speaking: asking for information. Lesson 21. 67
Module 2. Developing writing: a blog post. Lesson 22 70
Module 2. Summative assesment on Term 1 (Teachers choose their own assessment). Lesson 23 74
Module 2. Culture: Culture trips. Lesson 24 74
Module 3. Virtual reality. What’s on TV? Lesson 25 77
Module 3. Vocabulary: cities and houses, adjectives describing cities. Lesson 26 80
Module 3. Reading: moving to megacities. Lesson 27 83
Module 3. Developing vocabulary: extreme adjectives. Lesson 29 90
Module 3. Life skills Numeracy: explaining statistics. Lesson 30 92
Module 3. Listening: A podcast. Lesson 31. 96
Module 3. Grammar in context: present perfect continuous. Lesson 32 99
Module 3. Developing speaking: Describing photos -1. Lesson 33. 102
Module 3. Developing writing: An informal email describing a place. Lesson 34. 106
Module 3 Language Checkpoint Unit 3/Summative assessment on module 3. Lesson 35. 109
Module 3. Creating and explaining a fantasy country (economy, industry). Lesson 36 111
Module 4. Things you didn’t know about space. Lost in space. Lesson 37 114
Module 4. Vocabulary: food and meals. Lesson 38. 117
Module 4. Reading: the future of food? Lesson 39 120
Module 4. Developing vocabulary: Prefixes. Lesson 41 127
Module 4. Gateway to life skills: physical well-being: preparing food. Lesson 42 129
Module 4. Listening: food in the future. Lesson 43 133
Module 4. Developing speaking: negotiating. Lesson 45 139
Module 4. Developing writing: Replying to informal invitations. Lesson 46 142
Module 4. Culture: Food for thought. Lesson 48 145
Module 5. Describing the symptoms of stress and coping with stress. Lesson 49. 149
Module 5. Vocabulary: school and university subjects. Lesson 50 151
Module 5. Reading: green school in the city. Lesson 51 155
Module 5. Developing vocabulary: Noun suffixes -er, -or, -ist, -ian, -ee. Lesson 53 161
Module 5. Life skills ICT: Get the best from the Web. Lesson 54 163
Module 5. Developing speaking: A presentation. Lesson 55 167
Module 5. Developing writing: A formal letter of application. Lesson 56 170
Module 5. Culture: University Life. Lesson 58 179
Module 6. Inspiration. The power of music by David Crystal. Lesson 59 182
Module 6. Vocabulary: everyday inventions, operating technology. Lesson 60 184
Module 6. Reading: first laugh, then think! Lesson 61 188
Module 6. Grammar in context: the passive. Lesson 62 192
Module 6. Developing vocabulary/Listening. Lesson 63a 197
Module 6. Developing vocabulary/Listening. Lesson 63b 199
Module 6. Developing speaking: comparing and contrasting photos. Lesson 65 207
Module 6. Developing writing: A for-and-against essay. Lesson 66 210
Module 6. CLIL: Arts and technology. Lesson 68 217
Module 7. Reading for pleasure. Gateway Companion Humanities. Lesson 69 221
Module 7. Vocabulary: sports and sports venues. Lesson 70 224
Module 7. Reading: the game before game. Lesson 71 228
Module 7. Grammar in context: defining relative clauses. Lesson 72 231
Module 7. Gateway to life skills: Looking after your heart. Lesson 73 236
Module 7. Developing speaking: A debate. Lesson 74 239
Module 7. Developing writing: A magazine article. Lesson 75 242
Module 7. Literature: Pygmalion by George Bernard Show. Lesson 78 254
Module 8. Money cannot buy happiness. Lesson 79 258
Module 8. Vocabulary: arts, theatre, music. Lesson 80 260
Module 8. Reading: Extreme art. Lesson 81 263
Module 8. Grammar in context: Reported speech statements. Lesson 82 266
Module 8. Developing vocabulary: adjectives ending with -ing and -ed. Lesson 83 270
Module 8. Gateway to life skills: Appreciating art. Lesson 84 273
Module 8. Listening: An artwork. Lesson 85 276
Module 8. Grammar in context: Reported speech - questions. Lesson 86 279
Module 8. Developing speaking: Describing a past event. Lesson 87 283
Module 8. Developing writing: A film review. Lesson 88 287
Module 8. Language checkpoint Unit 8/Summative assessment on Module 8. Lesson 89 291
Module 8. CLIL: History and PE. Lesson 90 293
Module 9. Vocabulary: nations. Lesson 91 297
Module 9. Reading: Queen Elizabeth and the boy from Bisley. Lesson 92 300
Module 9. Grammar in context: modal verbs of speculation - present and past. Lesson 93 304
Module 9. Developing vocabulary: adjective suffixes. Lesson 94 309
Module 9. Gateway to life skills: citizenship. Lesson 95 312
Module 9. Listening/grammar in context: using the third conditional. Lesson 96a 315
Module 9. Listening/Grammar in context: using the third conditional. Lesson 96b 319
Module 9. CLIL Geography (independent project). Lesson 97 323
Module 9. Language checkpoint Unit 9/Summative assessment on Module 9. Lesson 98 327
Module 9. Developing speaking: Describing photos. Lesson 99 330
Module 9. Developing writing: Writing a story. Lesson 100 333
Module 9. Summative assessment on Term 4 (Teachers choose assessment materials). Lesson 101 337
Module 9. Culture: Important events. Lesson 102 337
Module 1. Truth or Legend. Legend or truth (analysing and telling urban legends).
Legendary places – modern meanings. Lesson 1
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 |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Legendary places – modern meanings |
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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; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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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 |
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Assessment criteria |
- Present their viewpoint -Write a mini saga |
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Values links |
Develop intercultural awareness |
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Cross-curricular |
History and geography |
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Previous learning |
Writing |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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
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Gateway Companion Humanities |
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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 |
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End 5 minutes |
Homework: Assign students Gateway Companion, Unit 1 Legendary places, exercise 3. |
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Additional information |
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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 |
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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? |
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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. Vocabulary: talking about people’s appearance and personality. Lesson 2
Unit of a long-term plan: Truth or False |
School: ___________________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Vocabulary: talking about people’s appearance and personality |
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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. |
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Level of thinking skills |
Understanding, Knowledge, Application |
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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 |
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Assessment criteria |
- use relevant vocabulary - choose the adjectives from exercises to describe themselves |
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Values links |
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Cross-curricular |
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Previous learning |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 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 |
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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 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 |
Gateway Humanities Student’s Book, Unit 1, p. 6 Presentation Kit |
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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.
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Gateway Humanities Student’s Book, Unit 1, p. 6 Presentation Kit Workbook |
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Additional information |
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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? |
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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? |
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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. Myth busters. Reading: special people. Lesson 3
Unit of a long-term plan: Truth or False |
School: _________________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Myth busters Reading: special people |
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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 |
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Level of thinking skills |
Understanding, Knowledge, Application |
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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 |
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Assessment criteria |
- Give reasons to support their opinion using information from the text |
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Values links |
- Respecting each other |
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Cross-curricular |
- History |
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Previous learning |
- Adjectives |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 |
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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 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 Answers
hold his breath = deliberately stop breathing
lungs = organs in your chest you breath with highly = hugely 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 |
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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 |
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Additional information |
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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?
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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? |
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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. Grammar in context: Present simple and present continuous. Adverbs of frequency. Lesson 4
Unit of a long-term plan: Truth or False |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Grammar in context: Present simple and present continuous. Adverbs of frequency |
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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; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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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 |
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Assessment criteria |
- use the tenses correctly -ask and answer questions about their everyday life |
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Values links |
- Respecting each other |
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Cross-curricular |
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Previous learning |
Adverbs |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start
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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 |
Gateway Humanities Student’s Book, Unit 1, pp. 8-9 Presentation Kit |
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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 +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 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 |
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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 |
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Additional information |
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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 |
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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? |
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Summary evaluation What two things went really well? Consider both teaching and learning. 1. 2. What two things would have improved the lesson? Consider both teaching and learning. 1. 2. What have I learned from this lesson about the class or an individual student that will inform my next lesson? |
Module 1. Developing vocabulary: synonyms and partial synonyms. Lesson 5
Unit of a long-term plan: Truth or False |
School:________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing vocabulary: synonyms and partial synonyms |
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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; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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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 |
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Assessment criteria |
- use the relevant vocabulary (synonyms and partial synonyms) in speaking and writing - describe somebody’s appearance using relevant adjectives |
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Values links |
- Respecting each other |
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Cross-curricular |
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Previous learning |
Adjectives |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start
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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: 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 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 |
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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 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 |
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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.
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Gateway Student’s Book, Unit 1, p. 9
Presentation Kit
Workbook |
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Additional information |
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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 |
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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? |
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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. Life skills: personal well-being (building your confidence). Lesson 6
Unit of a long-term plan: Truth or False |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Life skills: personal well-being (building your confidence) |
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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 |
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Level of thinking skills |
Analysis, Synthesize, Evaluation |
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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 |
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Assessment criteria |
- Express their opinion and give reasons |
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Values links |
Self-esteem, pair work, respect |
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Cross-curricular |
Psychology |
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Previous learning |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 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) |
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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.
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) |
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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.
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Gateway Student’s Book Unit 1
Presentation Kit
Life skills video and tasks Unit 1: Building your confidence (Teacher’s Resource Centre) |
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Additional information |
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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?
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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? |
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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 7
Unit of a long-term plan: Truth or False |
School: |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Listening: personality test |
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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 |
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Level of thinking skills |
Understanding, Knowledge, Application |
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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 |
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Assessment criteria |
- identify speakers - answer the questions about personalities |
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Values links |
Respecting each other and listening carefully |
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Cross-curricular |
Self-learning |
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Previous learning |
Adjectives |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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. 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 |
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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 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 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 |
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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.
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Gateway Humanities Grade 10 Student’s Book Unit 1, page 12 Presentation Kit Workbook |
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Additional information |
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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 |
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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? |
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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. Grammar in context: state and action verbs. Lesson 8
Unit of a long-term plan: Truth or False |
School: |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Grammar in context: state and action verbs. |
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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; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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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 |
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Assessment criteria |
- using state and action verbs in writing and speaking
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Values links |
Respecting each other and listening carefully |
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Cross-curricular |
Self-learning |
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Previous learning |
Present tenses |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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. 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. 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 2 Students decide if each verb describes a state or action and choose the correct alternative.
Answers 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) |
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Middle 25 min |
3 Students complete the sentences with the correct form of the verbs.
Answers 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
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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.
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Gateway Humanities Grade 10 |
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Additional information |
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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?
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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. Developing speaking: asking for and giving personal information. Lesson 9.
Unit of a long-term plan: Truth or False |
School: |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing speaking: asking for and giving personal information. Lesson 9. |
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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 |
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Level of thinking skills |
Understanding, Knowledge, Application |
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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 |
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Assessment criteria |
- answer the questions about themselves - use question tags in speaking and writing |
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Values links |
Respecting each other and listening carefully |
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Cross-curricular |
Self-learning |
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Previous learning |
Questions |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 |
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 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 5 Students complete the sentences with question tags.
Answers 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 |
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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.
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Gateway Humanities Grade 10 Student’s Book, page 14 Presentation Kit Workbook |
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Additional information |
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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?
|
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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. Developing writing: writing an informal email describing people. Lesson 10
Unit of a long-term plan: Truth or False |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing writing: writing an informal email describing people. Lesson 10. |
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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 |
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Level of thinking skills |
Understanding, Knowledge, Application |
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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 |
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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 |
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Values links |
Respecting each other |
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Cross-curricular |
IT |
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Previous learning |
Informal writing |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 |
Gateway Humanities Student’s Book, developing writing: writing an informal email describing a person, page 15
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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 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 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! |
Gateway Humanities Student’s Book, developing writing: writing an informal email describing a person, page 15 Presentation Kit |
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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 |
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Additional information |
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|||
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? |
Module 1. Language checkpoint: Unit 1/Summative assessment on Module 1. Lesson 11
Unit of a long-term plan:
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School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Language checkpoint: Unit 1/Summative assessment on Module 1 |
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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; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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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 |
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Assessment criteria |
- use synonyms and partial synonyms - use present simple and present continuous correctly |
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Values links |
Respecting each other |
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Cross-curricular |
Lifelong learning |
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Previous learning |
Synonyms |
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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 |
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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 Adverbs of frequency 2 Students decide if the sentences are correct or not and correct any mistakes. Answers 2
(correct) State and action verbs 3 Students choose the correct alternative. Answers 1 need 2
Do you know 3 Are you having Vocabulary revision p17 APPEARANCE 1 Students complete the words to make adjectives. Then they decide the correct category for each word. Answers 2
well-built (build) 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 |
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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.
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Gateway Humanities Student’s Book, pages 16-17 Workbook |
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Additional information |
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||
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?
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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? |
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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. KZ Culture spot: National parks. Lesson 12
Unit of a long-term plan: Truth or False |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
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Learning objective(as) |
10.1.8 -
develop intercultural awareness through reading and discussion; 10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding |
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Level of thinking skills |
Understanding, Knowledge, Application |
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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 |
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Assessment criteria |
- Present information, answer the questions, and use relevant vocabulary |
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Values links |
Develop intercultural awareness |
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Cross-curricular |
History, geography, and culture |
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Previous learning |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 |
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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 |
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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 |
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Additional information |
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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 |
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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? |
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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 2. Controversial issues. Discussing pros and cons of immigration: New country, new language, … new identity. Lesson 13.
Unit of a long-term plan: Controversial issues |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Discussing pros and cons of immigration: New country, new language, … new identity |
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Learning objective(as) |
10.1.8 -
develop intercultural awareness through reading and discussion; 10.4.7 - recognize patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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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 |
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Assessment criteria |
- To ask and answer questions about migration using relevant vocabulary and justifying answers based on ideas from the text |
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Values links |
Respecting each other and appreciating different cultures |
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Cross-curricular |
Language |
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Previous learning |
Travelling |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 |
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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 |
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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 |
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Additional information |
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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?
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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? |
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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 2. Vocabulary: transport and travel, accommodation. Lesson 14
Unit of a long-term plan: Controversial issues |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Vocabulary: transport and travel, accommodation |
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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; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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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 |
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Assessment criteria |
- talk about transport and travel and types of accommodation using relevant vocabulary |
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Values links |
Respecting each other |
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Cross-curricular |
Physics; Geography |
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Previous learning |
Travelling |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 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. Answers Land
transport: motorbike In pairs, students add the new words to the columns and check they understand the words. Provide dictionaries if necessary. Students then think of other words to write in each column. They then compare their lists with another pair and add any new words to the list. At the end of the activity, elicit all the words students can think of for each list and write them on the board (additional suggestions are in italics in the key). Answers
Land transport: bike, coach, lorry, tram,
underground/ subway, van, truck, bus, car, taxi, train |
Gateway Humanities Student’s Book, page 18 Presentation Kit |
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Middle 25 min |
3 Students complete the text with the words. They could use dictionaries for this task, if necessary. Remind students that luggage is an uncountable noun. The most common quantity expression is a piece of luggage or a bag or a suitcase. 4 07 Play the track for students to listen and check their answers. See p145 for the audioscript for this exercise. Answers TEACHER DEVELOPMENT: LANGUAGE. Dictionary skills (See Teacher’s Book, page 40). Accommodation 5 Ask students what type of accommodation they can see in the photos. Tell them to match the words to the photos. Answers 6 SPEAKING In pairs, students take it in turns to explain the difference between the words. Answers 1 A motel is a type of hotel. It’s next to a big road. People usually stay there when they drive a long distance and just want to rest and sleep. 2 A hostel is a cheap place where travellers can stay for a short period of time. A hotel is more expensive and has more facilities. 3 A bed and breakfast is a small hotel or private house that provides a room for the night and a meal the next morning. 4 A tent is a structure made of cloth that you sleep in when camping. A caravan is used for living in on holiday and it is pulled behind a car. 5 A campsite is a place where people on holiday can stay in tents or other temporary structures. 7 LISTENING 08 Play the track for students to listen and choose from the alternatives to say where the people are. Ask for answers in open class and elicit the key words that helped students make their choices. See p145 for the audioscript for this exercise. Answers 3 She is
at a ticket office. 8 SPEAKING Put students in small groups of four or five and ask them to plan a perfect weekend away. Remind them to include the three things listed as well as as much other detail as they can. You could bring in travel brochures to help them with the task. Have groups present their plans to the rest of the class. Encourage each member of the group to speak. Have a class vote on the best weekend plan. |
Gateway Humanities Student’s Book, page 18 Presentation Kit |
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End 5 minutes |
Students present their plans to the rest of the class. Homework: Assign students page 12 in their Workbook.
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Gateway Humanities Student’s Book, page 18 Presentation Kit. Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? +EXTRA ACTIVITY/FAST FINISHERS Students work in pairs and find out what types of transport their partner usually uses, and one kind of transport he or she never uses. If necessary, give them the form of one or two simple questions, e.g. What types of transport do you usually/often use? Do you ever travel by train/ride a bike?, etc. +EXTRA ACTIVITY/FAST FINISHERS Ask some follow-up questions: Why was the train late? How many nights is the man going to stay in the bed and breakfast? Can you describe the bed and breakfast? Why does the ticket officer want to know if the lady is coming back on the same day? What’s the weather like on the campsite? |
Assessment – how are you planning to check students’ learning?
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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? |
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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 2. Reading: Notes from a Small island. Lesson15
Unit of a long-term plan: Controversial issues |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Reading: Notes from a Small island. |
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Learning objective(as) |
10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics 10.4.6 - recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - read the extract and answer the two questions Most learners will be able to: - discuss their preferred means of transport and any unusual customs in their own country Some learners will be able to: - think about the purpose and intentions of the writer in producing the piece and give their opinion |
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Assessment criteria |
- express their opinion and give reasons - write sentences using the new words |
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Values links |
Respecting each other |
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Cross-curricular |
Literature; Geography |
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Previous learning |
Travelling |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 2 at home in preparation for completing exercise 3 together in class. WARMER Play Snowman with transport-related words. Divide the class into two teams. Team A chooses a word from the previous lesson and a student from that team writes the correct number of spaces for the word on the board. Team B guesses the letters that are in the word, and Team A writes in every letter they guess correctly. For every incorrect guess they draw part of the snowman. If the drawing of the snowman is completed before the word is guessed, the guessing team loses. 1 Draw students’ attention to the map of the south-west of England, and have them make suggestions for the best types of public transport for the trip from Exeter to Plymouth, giving their reasons if possible. |
Gateway Humanities Student’s Book, page 19 Presentation Kit |
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Middle 25 min |
2 READING Ask students to read the extract by Bill Bryson and answer the two questions.
Answers 3 Ask students to read the extract again and choose the best answers. Answers 1a2c3a4b5b 4 CRITICAL THINKING This critical thinking task will encourage students to think about the purpose and intentions of the writer in producing the piece. Ask students to read through the question and think of their own opinion. Remind them there is not necessarily one right answer. Have a class discussion, encouraging students to share their views. 5 Students find the words in the text. Ask them to try to infer their meaning from the context and then check their ideas in the dictionary. Answers collected
= taken, gone to get |
Gateway Humanities Student’s Book, page 19 Presentation Kit |
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End 5 minutes |
6 SPEAKING What about you? In pairs or small groups, students discuss their preferred means of transport and any unusual customs using public transport in their own country. Homework: Assign students page 13 in their Workbook.
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Gateway Humanities Student’s Book, page 19 Presentation Kit Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? +EXTRA ACTIVITY/FAST FINISHERS - Ask students to write five sentences using the new words from exercise 5. Have students read their sentences to each other in pairs. - Alternatively, ask students to write five tips for tourists using public transport in their town or city. |
Assessment – how are you planning to check students’ learning?
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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? |
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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 2. Grammar in context: past simple, past continuous, and past perfect. Lesson 16
Unit of a long-term plan: Controversial issues |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Grammar in context: past simple, past continuous, and past perfect. |
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Learning objective(as) |
10.5.3 -
write with grammatical accuracy on a range of familiar general and
curricular topics; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - look at sentences and differentiate between past simple, past continuous or past perfect Most learners will be able to: - rewrite the sentences in the negative and question forms Some learners will be able to: - write sentences in the past perfect to explain the situations |
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Assessment criteria |
- use the past simple, past continuous and past perfect in speaking and writing - write with grammatical accuracy |
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Values links |
Respecting each other |
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Cross-curricular |
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Previous learning |
Past tenses |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greeting, organisational moment, and warmer. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students could do exercise 2a at home before the lesson. Check the answers at the beginning of the lesson. Test before you teach Write
these three gapped sentences on the board: 2 I chose to go to Paris because this is where my mother grown up. 3 I expecting it to be really busy and elegant. Elicit the missing words. Write the first letter if students are stuck. Then ask students to say whether each sentence uses past simple, past continuous or past perfect. If students seem to be very familiar with the form of these tenses, move quickly through the grammar practice activities, eliciting answers from students as an open-class activity. Answers 1a Students look at the sentences and decide which tenses the verbs are in.
Answers
b past simple, past simple
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Gateway Humanities Student’s Book, page 20 Presentation Kit |
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Middle 25 min |
1b Students complete the rules. They then match each sentence a–c from exercise 1a with one of the rules. Answers 1 past perfect, a 2 past simple, b 3 past continuous, c 1c Students rewrite the sentences first in the negative form and then in the question form. Answers 1 He didn’t sit down. Did he sit down? 2 He wasn’t eating his sandwich. Was he eating his sandwich? 3 He hadn’t eaten his sandwich. Had he eaten his sandwich? 2a Ask students to put the verbs in the correct form of the past simple or past continuous to complete the sentences.
Answers 2b Students look at the words while and as in sentences 3, 6 and 8 and decide if they go with the past simple or the past continuous. Answer past continuous 3 Students choose the best alternative.
Answers 2 was leaving 3 came 5 were shopping 6 met 8 were doing TEACHER DEVELOPMENT: PRONUNCIATION. Pronunciation of past perfect (See Teacher’s Book, page 42) 4 Students write sentences in the past perfect to explain the situations. Draw students’ attention to the example sentence. Students compare in pairs before you elicit answers from different students around the class. Answers 3 Because they had had the old one for 15 years. 4 Because
I’d never flown before. 7 Because he had lost his passport. 8 Because
he had spent it. Refer students to the Grammar reference on page 28 if necessary |
Gateway Humanities Student’s Book, page 20 Presentation Kit |
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End 5 minutes |
4 Elicit answers from different students around the class and give feedback on exercise 4. Homework: Assign students page 14 in their Workbook.
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Gateway Humanities Student’s Book, page 20 Presentation Kit Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? You can assign fast finishers exercises from Extra grammar practice extension or revision (Teacher’s Resource Centre, worksheets, Unit 2) |
Assessment – how are you planning to check students’ learning?
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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? |
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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 2. Developing vocabulary: phrasal verbs connected with travel. Lesson 17
Unit of a long-term plan: Controversial issues |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Phrasal verbs connected with travel: Developing vocabulary |
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Learning objective(as) |
10.1.4 - evaluate and respond constructively to feedback from others; 10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding 10.6.14 - use a variety of prepositional phrases before nouns and adjectives; use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - check the meaning of phrasal verbs using dictionaries Most learners will be able to: - match the phrasal verbs with their definitions Some learners will be able to: - prepare notes about a journey and use the question prompts |
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Assessment criteria |
- To talk about journeys and travel plans using as many of the phrasal verbs from exercise 1 as possible |
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Values links |
Respecting each other |
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Cross-curricular |
Geography |
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Previous learning |
Travelling; phrasal verbs |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings, organisational moment, and warmer. Teacher introduces a new topic, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students could do exercise 2a as homework, using a dictionary if necessary. Ask them to compare their answers in class. Phrasal verbs connected with travel 1 Students look at the sentences and match the phrasal verbs in bold in the sentences with the definitions a-h below. You may like to provide students with dictionaries for this task. Answers 1b2h3g4f5d6e7a8c 2a PRONUNCIATION Students look at the sentences and decide which of the words in bold are verbs and which are nouns.
Answers 2b 09 Play the track for students to listen to the sentences and decide which part of the phrasal verb and noun we usually stress. Check the answers in open class. Students then listen to the sentences again and repeat them. See p145 for the audioscript for this exercise. Answers The stress in phrasal verbs is usually on the preposition. If they have a noun counterpart, however, the stress is usually on the first part. |
Gateway Humanities Student’s Book, developing vocabulary: talking about journeys and travel plans, Unit 2, page 21 Presentation Kit
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Middle 25 min |
TEACHER DEVELOPMENT: PRONUNCIATION. Word stress in phrasal verbs and their noun counterparts Word stress in phrasal verbs and their noun counterparts All words of more than one syllable have what is called word stress. This means that at least one of the syllables is longer and louder than the other syllables. Often, word stress must be learnt when students learn new words. However, there are some rules for word stress, such as stress in phrasal verbs and their noun counterparts. Phrasal verbs are generally made up of a verb and a preposition. Correct word stress on the preposition is especially important if the phrasal verb has a compound noun counterpart, where the stress will be on the first part. Note also the word stress on other pairs of two-syllable nouns and verbs, which follows the same pattern. The general rule is that the verb is usually stressed on the second syllable while the noun is usually stressed on the first, e.g. verb: increase; noun: increase.
3 Ask students to complete the text with the words in the box. Check answers in open class. Answers a away b off c into d down e out of f on g in h off 4a Ask students to prepare notes about a journey that was special to them. Refer students to the question prompts and ask them to include as many of the phrasal verbs from exercise 1 as possible. 4b SPEAKING Put students in small groups and have them tell each other about their journey in exercise 4a. Circulate as students do the task and note any corrections for a feedback session at the end of the lesson. |
Gateway Humanities Student’s Book, developing vocabulary: talking about journeys and travel plans, Unit 2, page 21 Presentation Kit |
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End 5 minutes |
Feedback session. Homework: Assign students page 15 in their Workbook. |
Gateway Humanities Student’s Book Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Ask students to write new sentences using each of the phrasal verbs. +EXTRA ACTIVITY Students make a mind map of all the vocabulary they have seen so far in the unit related to the theme of travel. Provide them with posters and allow them to work in pairs or small groups. +EXTRA ACTIVITY Students look in their dictionaries and find more examples of phrasal verbs and their noun counterparts (check out/checkout, print out/printout, take over/ takeover, etc.).
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Assessment – how are you planning to check students’ learning?
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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 2. Life skills the world around you: being a responsible tourist. Lesson 18
Unit of a long-term plan: Controversial issues |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Life skills: the world around you: being a responsible tourist. |
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Learning objective(as) |
10.1.4 - evaluate and respond constructively to feedback from others 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - read the title, match the photos, and justify their answers Most learners will be able to: - read the text and discuss which are the most important or the most interesting pieces of advice Some learners will be able to: - give a presentation about responsible tourism in an area of their choice |
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Assessment criteria |
- talk about environment using relevant vocabulary from the Key concepts box - present information clearly |
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Values links |
To appreciate local and global environment and look at the ways to minimise damage |
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Cross-curricular |
Environment; Geography; Biology |
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Previous learning |
Nature |
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Plan |
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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. WARMER Put the following headings on the board: type of transport to destination, type of accommodation, nature and type of transport at destination. Ask students to think of the last time they travelled abroad or within their own country. Have them write down the types of transport they used both to get there and once they were there, and the type of accommodation they stayed in. Under the heading ‘nature’, ask them to make note of any interaction they had with the natural world (e.g. going to the beach). At the end of the lesson, ask students to refer back to what they wrote here, and ask them if they could do the trip again, what they would change to be a more responsible tourist.
Before starting the lesson, give students time to
read through the Life skills objectives and the 1 In pairs, ask students to look at the photos and decide which ones show responsible tourism. Encourage them to use the vocabulary from the Key concepts box. Nominate pairs to give their answers, giving their reasons. Suggested answers
Photo 2 because they are not damaging the
environment – they’re on bicycles. 2 Ask students to read the titles from the text and have them match the photos in exercise 1 to four of them. Nominate students to give their answers. Answers 1F2C3E4A |
Gateway Humanities Student’s Book, page 22-23 Presentation Kit Life skills video and worksheet Unit 2: Responsible tourism Unit 2 (Teacher’s Resource Centre) |
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Middle 25 min |
3 READING Ask students to read the text and match the sections with the titles in exercise 2. With less confident students you might want to pre-teach the words: consume, refill.
Answers When you are there: 1 B 2 H 3 K 4 E 5 C 6 F 7J 8I 4 Ask students to read the text again and decide whether it says the things are good, bad or dependent on another factor. Answers 1 it depends – You need to check laws about buying historic artefacts first. 2 bad 3 it depends – You can use it so long as you turn it off when you’re not in the room. 4 it depends – Ask permission before you take someone’s photograph. 5 good 6 it depends – If your destination is less than 500 km, use a train. If you need to fly, choose airlines that have energy-efficient planes. 7 bad 5 SPEAKING In pairs, ask students to discuss which are the three most important or most interesting pieces of advice. Have a feedback session and have students vote on what they think is the most important piece of advice. 6 Ask students to discuss the questions in pairs. After a few minutes, ask students to say what they know about New Zealand and write their ideas on the board. 7 Tell students they are going to watch or listen to a video of a teenager talking about a recent trip to New Zealand. Before they watch or listen to the video, ask them to read through the text and guess any of the missing words. For less confident students, go through the text as a class and elicit suggestions as you go. Elicit possible answers from students. 8 10 Play the video or track for students to fill in the missing words in exercise 7. Play again, pausing after each section if necessary to give students time to write. Allow students to compare their answers in pairs before nominating students to give their answers in open class. See p 145 for the audioscript/videoscript for this exercise. Answers a food b plants c soil d contaminate e rubbish f Toi Iho g environmentally friendly h kiwi fruit Tell students they are going to work in small groups and put together a presentation about responsible tourism in an area of their choice.
Ask groups to decide on an area they are going to focus on for their presentation. It could be their own area or somewhere they know well, or somewhere they will be able to find out information about. Draw their attention to the topics and ask them to make notes about each idea, using the ideas in the Student’s Book and the Internet to help them.
When students have enough information on all the topics in Step 1, ask them to plan a presentation on responsible tourism in their chosen area. Support students by giving them some help with what to include in their presentation’s structure, e.g. an introduction to the area, the type of tourists that visit, tips for tourists coming, summary, etc.
Have each group give their presentation to the class. Encourage other students to ask questions at the end of each presentation. Make notes of any errors to correct at the end of the lesson.
TEACHER DEVELOPMENT: STUDENT TRAINING. Giving a presentation (See Teacher’s Book, page 46) |
Gateway Humanities Student’s Book, page 22-23 Presentation Kit Life skills video and worksheet Unit 2: Responsible tourism Unit 2 (Teacher’s Resource Centre) |
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End 5 minutes |
Feedback. Homework: Assign students to finish their work on the life task at home if you have not finished it in class. |
Gateway Humanities Student’s Book, page 22-23 Presentation Kit Life skills video and worksheet Unit 2: Responsible tourism Unit 2 (Teacher’s Resource Centre) |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Ask students to number the pieces of advice in the order they think is the most important. +EXTRA ACTIVITY
Dictogloss |
Assessment – how are you planning to check students’ learning?
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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? |
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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 2. Listening: travelling around the world. Lesson 19
Unit of a long-term plan: Controversial issues |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Listening: travelling around the world. |
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Learning objective(as) |
10.2.8 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects; 10.3.5 - interact with peers to make hypotheses about a wide range of general and curricular topics |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - learn how to listen for specific information and take notes Most learners will be able to: - work with the text and correct their notes Some learners will be able to: - discuss the Magellan-Elcano expedition |
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Assessment criteria |
- listen for specific information and detail and justify their answers to the questions |
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Values links |
Respecting each other |
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Cross-curricular |
History; Geography; Literature |
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Previous learning |
Travelling |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greeting, organisational moment, and warmer. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. WARMER Draw students’ attention to the two images at the top of the page and ask them to suggest how they think the two may be connected. Suggested answer Around the World in 80 Days is a book by Jules Verne. It is based on a real journey. The photo shows men working on the railway. The railway made long- distance travel easier. |
Gateway Humanities Student’s Book, page 24 Presentation Kit |
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Middle 25 min |
1 In pairs, students guess the answers to the questions. 2 LISTENING 11 Play the track for students to listen to an expert talking about travelling around the world. Nominate students to give their answers. See pp144–145 for the audioscript for this exercise. Answers 1b2a3c4a 3 LISTENING 11 Ask students to read through the text then play the track again for students to correct the six mistakes. In more confident classes, students could try to correct the mistakes from memory, then listen to the track to check their answers. Answers
20 – 17 |
Gateway Humanities Student’s Book, page 24 Presentation Kit |
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End 5 minutes |
Homework: Assign students page 15 in their Workbook.
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Gateway Humanities Student’s Book, page 24 Presentation Kit Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? Ask fast finishers to discuss their favourite book or film about adventures, travelling, and or history/geography |
Assessment – how are you planning to check students’ learning?
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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? |
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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 2. Grammar in context: used and would/Summative assessment on Module 2. Lesson 20.
Unit of a long-term plan: Controversial issues |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Grammar in context: used and would/Summative assessment on Module 2. |
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Learning objective(as) |
10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics; 10.6.15 - use infinitive forms after an increased number of verbs and adjectives, use gerund forms after a variety of verbs and prepositions, use a variety of prepositional and phrasal verbs on a wide range of familiar general and curricular topics |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - use ‘used to’ and ‘would’ and form the negative and question forms Most learners will be able to: - define if the sentences describe a past habit, a single action in the past or a present habit Some learners will be able to: - make notes about how life was different in their country fifty years ago using would and used to. |
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Assessment criteria |
- using used to and would correctly in writing and speaking |
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Values links |
Respecting each other |
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Cross-curricular |
History |
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Previous learning |
Used and would |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 complete exercise 2 at home. Test before you teach: Flipped classroom Set the Flipped classroom video and tasks for homework before the lesson. This will allow you to assess the needs of the students before the class. Students can then move on to the relevant grammar practice activities. WARMER Write these sentences on the board: It
used to take weeks, months or even years to travel around the
world. Really the first person to travel around
the world used to be the Spanish captain Juan Sebastián
Elcano. This warmer is a useful way to see what students may already know about the target grammar. Answers 1 (correct) 2 It didn’t use to be easy to travel around the world. 3 (correct) 4 Really the first person to travel around the world was the Spanish captain Juan Sebastián Elcano. 5 Did it use to take much longer? USED TO 1a Students look at the sentences then match the correct halves of the rules. Answers 1b2c3a 1b Students write the negative and question form of the sentence. Answers They didn’t use to travel by horse across the US. Did they use to travel by horse across the US? TEACHER DEVELOPMENT: LANGUAGE. Used to (See Teacher’s Book, page 47).
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Gateway Student’s Book, pages 24-25 Presentation Kit Flipped classroom video and worksheet Unit 2: used to (Teacher’s Resource Centre) |
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Middle 25 min |
2 Students complete the sentences with the correct form Answers 1 used to 2 Did people used to 3 didn’t used to 4 used to 5 didn’t used to 6 Did people used to 7 used to 8 Did people used to 9 didn’t used to 10 used to 3 Students decide if the sentences describe a past habit, a single action in the past or a present habit. Students complete the sentences with the correct form of used to, the past simple or the present simple. Answers 4 Students look at the picture of a Wild West scene in 1870. Ask them to find eight historical mistakes in the picture and write as many sentences as possible, affirmative and/or negative. Direct students’ attention to the example sentences. Suggested answers They didn’t use to play football. They didn’t use to ride motorbikes, they used to ride horses. They didn’t use to listen to MP3 players. They didn’t use to use tablets. They used to use pen and paper and books. They didn’t use to wear sunglasses, they used to wear hats. They didn’t use to eat take away pizza. They didn’t use to fly helicopters. They used to have hot-air balloons. Would 5 Ask students to choose the correct alternative. Answers a can b can’t c can d can’t 6 Students replace used to with would when possible. Answers 1 would 2 would 3 no change 4 no change 5 would 6 no change 7a SPEAKING In pairs, students make notes about how life was different in their country fifty years ago using the topics. Remind them to use would and used to. Walk round, monitoring students and helping them with any language difficulties they may have.
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Gateway |
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End 5 minutes |
7b Students report back to the class with their ideas. Students could come up and write their sentences for each topic on the board. Draw students’ attention to the example sentences. Homework: Assign students page 16 in their Workbook or the relevant sections of the Online Workbook.
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Students expand their ideas and notes from exercises 7a and b to write a short text using used to/didn’t use to/would. Refer students to the Grammar reference on page 28 if necessary.
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Assessment – how are you planning to check students’ learning?
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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? |
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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 2. Developing speaking: asking for information. Lesson 21.
Unit of a long-term plan: Controversial issues |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing speaking: asking for information. |
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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; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - listen to a conversation and learn the expressions they hear in the Speaking bank Most learners will be able to: - Make the requests more polite using the expressions from the Speaking bank Some learners will be able to: - Role-play a conversation in the train ticket office |
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Assessment criteria |
- ask for information and make the requests more polite using the expressions from the Speaking bank and model dialogue |
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Values links |
Respecting each other |
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Cross-curricular |
Etiquette; Culture |
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Previous learning |
Travelling |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 complete the conversation in exercise 2 without listening to the track again. WARMER Suggested answers arrival, bed and breakfast, coach, destination, engine, fare, get off, horse, island, journey, kayak, lorry, miss, navigate, one-way ticket, passport, queue, return, single, train, underground, van, weather, X’trapolis, yacht, zeppelin 1 Students look at the British train ticket and complete the information.
Answers 4 One adult 5 Single 6 Standard 7 £24.00 2 LISTENING 12 Play the track for students to listen to a conversation between a girl and a ticket agent and complete the information. See p146 for the audioscript for this exercise. Answers 1 Canterbury 2 Today 3 3:55 pm 4 Change trains at London St Pancras 5 Return, coming back next Wednesday 6 £41 7 Debit card 8 Platform 9 |
Gateway Student’s Book, page 26 Presentation Kit |
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Middle 25 min |
3 12 Play the track again for students to tick the expressions they hear in the Speaking bank. Answers
Could you tell me the time of the next train to
Canterbury? TEACHER DEVELOPMENT: STUDENT TRAINING. Polite requests (See Teacher’s Book, page 48). 4 Ask students to make the requests more polite using the expressions from the Speaking bank. Draw their attention to the example given. Elicit answers from the class and drill the sentence paying attention to intonation.
Answers
2 Could you tell me what the cheapest fare
is? 3
Could you tell me if it’s a
direct train? TEACHER DEVELOPMENT: STUDENT TRAINING. How to learn everyday expressions (See Teacher’s Book, page 49). 5 In pairs, students prepare the dialogue using the guide given. PRACTICE MAKES PERFECT 6 SPEAKING Students look at the task. Divide the class into two teams: A and B. All students from Team A find someone from Team B to be their partner. Students A and Students B look at page 147 for the information they need. They then role-play a conversation in the train ticket office. Remind them to show that they understand or don’t understand by using expressions from the Speaking bank. For students who are less confident, photocopy the model dialogue above and demonstrate with a strong student. Then instruct students to read aloud in pairs, alternating between roles A and B. Then ask them to read it again, changing the underlined information so that it is true for the task. Model dialogue Ticket
officer: Good
morning. Can I help you? Customer: Yes, please. I’d like to go to Newcastle. Could
you tell me the times of trains? |
Gateway Student’s Book, page 26 Presentation Kit |
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End 5 minutes |
EXAM SUCCESS Ask students to discuss ideas for doing speaking exam exercises where they need to ask for and give specific information, then compare their ideas with the information on page 144. TEACHER DEVELOPMENT: STUDENT TRAINING. Asking for and giving information (See Teacher’s Book, page 49). Homework: Assign students page 17 in their Workbook.
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Gateway Student’s Book, page 26 Presentation Kit |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? Students make a mind map of all the words they
can think of connected to a train station. It could include
information like the following: What
time does the train leave? office, toilets, passenger, luggage, luggage trolley, ticket officer |
Assessment – how are you planning to check students’ learning?
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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 2. Developing writing: a blog post. Lesson 22
Unit of a long-term plan: Controversial issues |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing writing: a blog |
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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; 10.5.7 - use independently appropriate layout at text level on a range of general and curricular topics |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - understand the structure of a blog Most learners will be able to: - make sentences more emphatic by using the word given Some learners will be able to: - make notes to write their own blog post |
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Assessment criteria |
- write clearly and coherently using the expressions from the Writing bank
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Values links |
Respecting each other |
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Cross-curricular |
IT; Technology |
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Previous learning |
Informal writing |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 6 as homework. WARMER Ask students to think of the words they associate with Dubai, prompting them to think of the weather, the architecture, the natural world. Elicit ideas and then ask them if it’s somewhere they would like to visit. 1 SPEAKING Students work with a partner and answer the questions. 2 READING Ask students to read Ryan’s blog post and answer the question. Elicit answers from different students. 3 Ask students to read the blog again and write what Ryan said about the four topics. Answers 1 It was long. It took seven hours. They watched films and played video games. 2 It was his favourite attraction. They spent hours there on the rides. 3 It’s one of the biggest in the world. There was an aquarium. There was a spectacular show in the evening. 4 Dubai’s indoor snow park is enormous. |
Gateway Humanities Student’s Book, Unit 2, developing writing: understanding and writing a blog post, page 27 Presentation Kit
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Middle 25 min |
4 Students look at the Writing bank and complete the examples with words from Ryan’s blog. Explain that so and such make the meaning of the adjective stronger, and that do, does, did are used here for emotive or contrastive emphasis. We do not usually use them in an affirmative sentence.
Answers 5 Ask students to make the sentences more emphatic by using the word given. Answers 2 It was such a great flight. TEACHER DEVELOPMENT: PRONUNCIATION. Emphasis on do/does (See Teacher’s Book, page 50). 6 Students choose an amazing holiday destination and make notes for a blog post. Tell them to use the questions to give them ideas. PRACTICE MAKES PERFECT 7 Students use their notes from exercise 6 to write their blog post. Remind them to use the expressions from the Writing bank to add emphasis and interest. For students who are less confident, photocopy the model blog post in the next column for extra support during the writing task. Refer students to the Writing bank on page 150. Model blog post So, today I’m writing this blog to you from Peru ... finally! The journey was so stressful, we had a big delay at Cusco airport and it took ages to get our luggage, but we did eventually arrive and it’s such a beautiful place. Yesterday we visited the Qurikancha (temple of the sun) and the Cathedral. I’d recommend them both. Tomorrow, we’re going on a three-hour train journey to Aguas Calientes, about 25 minutes from the incredible Machu Picchu. I can’t wait to get on the Inca Trail! What a busy and exciting few days ahead. |
Gateway Humanities Student’s Book, Unit 2, developing writing: understanding and writing a blog post, page 27 Presentation Kit
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End 5 minutes |
EXAM SUCCESS Students think of the different things they need to check before they hand in a piece of writing in the exam, then compare their answers with the information on page 144. Suggest that they could compile a checklist based on these suggestions, and use it every time they hand in a piece of work. Homework: Assign students page 18 in their Workbook.
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Gateway Humanities Student’s Book, Unit 2, developing writing: understanding and writing a blog post, page 27 Presentation Kit Workbook
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? Ask fast finishers to proofread their blog and use the writing checklist. |
Assessment – how are you planning to check students’ learning?
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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? |
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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 2. Summative assesment on Term 1 (Teachers choose their own assessment). Lesson 23
Module 2. Culture: Culture trips. Lesson 24
Unit of a long-term plan: Controversial issues |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Culture: Culture trips. |
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Learning objective(as) |
10.1.8 - develop intercultural awareness through reading and discussion; 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 |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - discuss the photos Most learners will be able to: - use the travel brochure to ask about important sightseeing spots and travel itinerary Some learners will be able to: - design a tour itinerary for a cultural trip |
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Assessment criteria |
- present information clearly - use new words from the Vocabulary focus |
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Values links |
Respecting different cultures |
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Cross-curricular |
Geography; Culture; History |
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Previous learning |
Travelling |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greeting, organisational moment, and warmer. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. WARMER Write the names of some well-known cities of the world on the board, e.g. Paris, New York, London, Sydney, Cairo, etc. Ask students what they associate with these cities, such as landmarks, buildings, or cultural features. Are these a representation of the whole country? What do the students know about the countries these cities are in? 1 In pairs, students look at the photos and discuss them. 2a Ask students to read the travel brochure quickly and check their answers from 1. 2b Students read the brochure again and write the destinations. Check answers as a class.
Answers Answers Photo
1 The Summer
Palace, Beijing, China; Photo 2 Mount Kilimanjaro/safari, Kenya; |
Gateway Humanities Culture worksheet Unit 2 (Teacher’s Resource Centre) |
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Middle 25 min |
You can pre-teach some words from the Vocabulary focus VOCABULARY FOCUS authentic [adj]: real culture
and institutions unstable [adj]: describing something that is likely to
move or change 2c Students write answers to the questions. When students have finished, elicit the answers as a class. Suggested answers 1 Both the pagodas of China and the canal houses of Amsterdam have impressive roof architecture. 2 In Kenya, you can visit or stay with a Maasai family and see their unique culture and customs. 3 In Amsterdam you can stay in a canal house; in Kenya you can stay with a Maasai family. 4 They are built to withstand heavy rain so that the rainwater falls off the wide roofs instead of directly down the walls and into the foundations, keeping the structures stable. 5 In Kenya there’s an archaeological site where you can see evidence of the birthplace of early man. 6 These roofs had a hook attached to them, which made it easier for goods to be pulled up into the house (taken in through the windows instead of via the narrow staircases of these buildings). 2d Students read the brochure again and write the destinations. Check the answers as a class. Answers 1 landmarks = China 2 architecture = China, Amsterdam 3 museums = Amsterdam 4 ethnic heritage = Kenya 5 archaeology = Kenya Gateway to culture 3a Put students into pairs to discuss the questions. Then elicit their ideas as a class. 3b
Explain to
students that they are going to work in small groups to design a
tour itinerary for a cultural trip to their country, or another
country of their choice. For Step 1, students work with their
group 3c Once they have gathered the necessary information, students decide how best they would like to organise their tours and present them as a day-by- day itinerary including cultural highlights, landmarks, accommodation and transport. Allow some time for class preparation and then display the itineraries around the classroom. Students read the other itineraries and discuss them. Have a vote on which itinerary students think is most representative of the countries selected.
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Gateway Humanities Culture worksheet Unit 2 (Teacher’s Resource Centre) |
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End 5 minutes |
Homework: Assign students to finalise their projects at home. |
Gateway Humanities Culture worksheet Unit 2 (Teacher’s Resource Centre) |
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Additional information |
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||
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? You can ask fast finishers to start working on the project. If they finish earlier, you can ask them to give feedback to each other |
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 3. Virtual reality. What’s on TV? Lesson 25
Unit of a long-term plan: Virtual reality |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
What’s on TV |
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Learning objective(as) |
10.1.6 - organize and present information clearly to others; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a 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; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - read the text and discuss the main arguments Most learners will be able to: - learn words and phrases related to the theme of law and use them Some learners will be able to: - talk about the interplay between TV and violence among people |
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Assessment criteria |
- use the relevant vocabulary related to TV and law - justify opinion |
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Values links |
Respecting each other |
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Cross-curricular |
Culture; Technology |
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Previous learning |
Leisure |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings, organisational moment, and warmer. Teacher introduces a new topic, learning objectives, and assessment criteria. Checking homework. WARMER Wordpower! • Introduce relevant vocabulary Starting point • Ask STs to say how the words in the Wordpower! box might be used in connection with media violence, eg Violence on TV is not acceptable because it desensitises us. You usually encounter a lot of violence in thrillers and “whodunnits”. Even though people know they are fiction, constant exposure to violence makes us feel it is somehow normal. 1 • Students read paragraph 1 of the article, Anita’s opinion about the effects of violence on TV. Ask students to write down as many arguments as they can think of that someone could use to disagree with Anita. Discuss these with the class. Possible answers As everyone knows TV violence is fiction, it can’t have any effect. It may help to prevent violence because people become more aware of possible violent situations and avoid or prevent them. It may act as a sort of outlet for violent impulses and therefore reduce violence. |
Gateway Humanities Companion, Unit 3, What’s on TV, pages 9-11
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Middle 25 min |
2 Students read the rest of the article and circle any crimes mentioned. Possible answers bank robberies, murders (paragraph 2), shoplifting (paragraph 5) 3 • Give STs 15 minutes to do this exercise and remind them to mark evidence for their answers 1 A 6 B 11 G 2 H 7 E 12 C 3 C 8 D 13 D 4 C 9 G 14 F 5 A 10 F 15 B Vocabulary 1 • Put STs into pairs and ask them to decide which heading each word in the box should go under. Ask them to add words of their own to each category. |
Gateway Humanities Companion, Unit 3, What’s on TV, pages 9-11 |
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End 5 minutes |
2 • Ask STs to complete the sentences using the words and phrases in Exercise 1 a) Legal b) the accused c) sue d) weigh up the evidence, return a verdict e) barrister f) Community service g) cross-examine Homework: Assign students exercise 4 on page 11 (The project about the crime among Kazakhstan teenagers could be done for homework and the results displayed next lesson for the other STs to read). |
Gateway Humanities Companion, Unit 3, What’s on TV, pages 9-11 |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? Ask fast finishers to start working on the project. |
Assessment – how are you planning to check students’ learning?
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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? |
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Summary evaluation What two things went really well? Consider both teaching and learning. 1. 2. What two things would have improved the lesson? Consider both teaching and learning. 1. 2. What have I learned from this lesson about the class or an individual student that will inform my next lesson? |
Module 3. Vocabulary: cities and houses, adjectives describing cities. Lesson 26
Unit of a long-term plan: Virtual reality |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Vocabulary: cities and houses, adjectives describing cities. |
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Learning objective(as) |
10.3.7 -
use appropriate subject-specific vocabulary and syntax to talk
about a range of general and curricular topics; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - talk about the photos using the words given Most learners will be able to: - tell each other what type of house or flat they live in and describe it Some learners will be able to: - talk about the area where their school is using the model sentences |
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Assessment criteria |
- talk about and describe cities and houses using relevant vocabulary |
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Values links |
Respecting each other |
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Cross-curricular |
Geography; Culture |
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Previous learning |
Architecture and housing |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK 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 Cities and houses 1 In pairs, students match the photos with the words.
Answers c detached house/bungalow d cottage
2 Play the track for students to listen, check and repeat. Draw attention to the stress on bungalow and cottage. See p 146 for the audioscript for this exercise. |
Gateway Humanities, Student’s Book, Unit 3, p. 32 Presentation Kit |
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Middle 25 min |
3 Ask students in turn to name a room in a flat or house and as they do so write a list on the board. Alternatively, divide the class into small groups and ask them to make lists in their groups. Then find out which group has the longest list and get them to write their list on the board. Suggested answers kitchen, bedroom, study, lounge (or living room), bathroom, dining room, hall, garage, attic, office 4 SPEAKING In pairs, students tell each other what type of house or flat they live in and describe it. Draw students’ attention to the example sentences. 5 SPEAKING Students talk about the photos using the words given. Suggested answers a This is a city centre. You can see some very tall skyscrapers in the background. In the foreground you can see the town hall. b This is on the outskirts of the city but it doesn’t show the suburbs. You can see the port and some factories. 6 Students look at the definitions and match them with a word in exercise 5.
Answers Adjectives describing cities 7a Students match the words with the definitions. Answers 1 historic 2 quiet 3 dirty 4 lively 5 busy 6 crowded 7b Students decide the opposites of 2 and 3 in exercise 7a. Answers noisy, clean. 8 LISTENING 15 Play the track for students to listen to four people talking about houses or places in a city and decide which type of place each person talks about. Ask for answers in open class and elicit the information that helped students make their choices. With a less confident class, pre-teach a building – a structure such as a house that has a roof and walls. See p147 for the audioscript for this exercise. Answers |
Gateway Humanities, Student’s Book, Unit 3, p. 32 Presentation Kit |
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End 5 minutes |
9 SPEAKING In pairs, students talk about the area where their school is. Draw students’ attention to the model sentences. Homework: Assign students page 22 in their Workbook. |
Gateway Humanities, Student’s Book, Unit 3, p. 32 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS In pairs, ask students to brainstorm the type of furniture in each room (kitchen: sink, cupboards, table, etc.). +EXTRA ACTIVITY Students think of the names of other places people call home (igloo, villa, chalet, castle, farm, ranch, lighthouse, etc.). +EXTRA ACTIVITY Students draw a house and label the parts in their notebooks. |
Assessment – how are you planning to check students’ learning? -Feedback -Peer review - Positive reinforcement |
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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? |
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Summary evaluation What two things went really well? Consider both teaching and learning. 1. 2. What two things would have improved the lesson? Consider both teaching and learning. 1. 2. What have I learned from this lesson about the class or an individual student that will inform my next lesson? |
Module 3. Reading: moving to megacities. Lesson 27
Unit of a long-term plan: Virtual reality |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Reading: moving to megacities. |
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Learning objective(as) |
10.1.7 - develop and sustain a consistent
argument when speaking or writing 10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - look at the photos, describe them, and predict content of the article Most learners will be able to: - read for cohesion and logical textual links Some learners will be able to: - think critically, answer higher level open-ended questions, and discuss them |
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Assessment criteria |
- predict content and read for cohesion and textual links - give opinion and justify it using relevant vocabulary and arguments |
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Values links |
Respecting each other |
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Cross-curricular |
Physics; Geography |
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Previous learning |
Architecture and housing |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could ask students to read the article at home using a dictionary to help them with any new vocabulary. WARMER Play Hot Seat to start the class. Divide the class into two teams, A and B. A volunteer from Team A sits with their back to the board. Write a word related to the house theme from the previous lesson on the board. Team A defines the word for the volunteer student to guess in one minute. After one minute, it is Team B’s turn to define a word. The team that describes the most words in one minute wins the round. 1 In pairs, students look at the photo and take it in turns to describe it. Elicit descriptions from around the class. Tell students to look at the title of the article and guess what the article is about before they read. 2 READING Students read the article and check their predictions. Tell them not to pay attention to the gaps in the text. Set a two-minute time limit to prevent students from getting stuck on vocabulary at this stage. Answer The text is about megacities (very large cities) in China. TEACHER DEVELOPMENT: STUDENT TRAINING. Predicting content in text (see Teacher’s Book, p.55). |
Gateway Humanities, Student’s Book, Unit 3, p. 33 Presentation Kit |
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Middle 25 min |
EXAM SUCCESS Students discuss what they think should be the first thing they do in this type of activity, then look at Exam success on page 144 and compare their ideas. TEACHER DEVELOPMENT: STUDENT TRAINING. Missing sentences reading activities (see Teacher’s Book, p.55). 3 Students put sentences 1–5 into gaps a–e. Elicit answers from students around the class and discuss which strategies students employed to decide on the correct answer. Answers 1e2b3d4a5c 4 Students read the text again and answer the questions.
Answers CRITICAL THINKING Ask students to look at the questions and think about their own answer. Then have a discussion in open class for students to compare their answers. Ask students to look at the underlined words in the text and guess what they mean. Allow them to check in their dictionaries Answers
growing = getting bigger accommodate = to give someone a home, make space
for someone |
Gateway Humanities, Student’s Book, Unit 3, p. 33 Presentation Kit |
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End 5 minutes |
7 SPEAKING What about you? Ask students to read the questions and the example dialogue and think of their own answers and then discuss in pairs. Elicit answers from different pairs, and see which is the most popular city in your country for students to live in. Homework: Assign students page 23 in their Workbook. |
Gateway Humanities, Student’s Book, Unit 3, p. 33 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY In pairs, students write three questions each to test each other’s reading comprehension. (How many Chinese cities have more than one million inhabitants?, etc.) |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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Summary evaluation What two things went really well? Consider both teaching and learning. 1. 2. What two things would have improved the lesson? Consider both teaching and learning. 1. 2. What have I learned from this lesson about the class or an individual student that will inform my next lesson? |
Module 3. Grammar in context: Present perfect simple and past simple, ever, never, for, since, just, already. Lesson 28
Unit of a long-term plan: Virtual reality |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Grammar in context: Present perfect simple and past simple, ever, never, for, since, just, already. |
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Learning objective(as) |
10.4.1 - understand main points in extended texts
on a wide range of unfamiliar general and curricular topics; 10.6.7 - use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials ... so far, lately, all my life, on a wide range of familiar general and curricular topics |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
- Complete the rule for the formation of the present perfect simple and use the adverbs of time Most learners will be able to: - differentiate between the present perfect simple and past simple Some learners will be able to: -ask and answer the questions, using the present perfect simple or past simple |
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Assessment criteria |
- Make sentences with the present perfect simple or past simple and use the adverbs of time accurately |
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Values links |
Respecting each other |
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Cross-curricular |
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Previous learning |
Present perfect |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could ask students to do exercise 1a at home and compare their answers at the start of the next lesson. Test before you teach Write
these two sentences on the board and ask students to unscramble
them. Ask students to say which sentence is in the present perfect simple or past simple and find out how confident they are with these tenses. If students are already familiar with them, move quickly through exercises 1a and 1b eliciting answers from students in open class. Answers She moved to Spain in 2011. (past simple) He has worked here for three years. (present perfect simple) Checking homework. Present Perfect Simple and Past Simple 1a Students look at the sentences and choose the correct alternative.
Answers 1b Students complete the rule for the formation of the present perfect. Answer past participle 2 Students complete each sentence with the correct form of the verb in the present perfect or past simple. Answers 1 grew 2 has gone 3 has changed 5 has designed 6 has been 7 was 9 has reached 10 have built |
Gateway Humanities, Unit 3, pages 34-35 (present perfect) Using the present perfect continuous Test before you teach: Flipped classroom Set the Flipped classroom video and tasks for homework before the lesson. This will allow you to assess the needs of the students before the class. Flipped Classroom Teacher Resource Centre, Unit 3 Worksheets + Flipped Classroom video Unit 3, the present perfect continuous |
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Middle 25 min |
Ever, never, for, since, just, already, yet 3a Students complete each explanation with the best word from the list. These are words frequently used with the present perfect.
Answers 5 for, since, for, since 6 yet
4 Students choose the correct verb to complete the
sentences with the present perfect. Students then put
Answers |
Gateway Humanities, Student’s Book, Unit 3, pp. 34-35 |
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End 5 minutes |
EXAM SUCCESS Students work in pairs to discuss the best way to approach the task. They then turn to page 144 of the Student’s Book to compare their answers. 5 Students read the text and choose the best answer. You could time this activity to give students practice for the time constraints they will have under exam conditions. Homework: Assign students page 24 in their Workbook or the relevant sections of the Online Workbook. |
Gateway Humanities, Student’s Book, Unit 3, pp. 34-35 |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS (Activity 1) Ask students to look at the list of irregular past participles in the back of their books and find examples of verbs that are: 1 the same in the base form, past simple and in the past participle (e.g. cost – cost – cost) 2 the same in the past simple and past participle (e.g. catch – caught – caught) 3 the same in the base form and the past participle (e.g. become – became – become) 4 the same in the base form and the past simple (e.g. beat – beat – beaten).
FAST FINISHERS (Activity 2) Students write some comprehension questions about the text, e.g. Did London have lots of skyscrapers in the past? Why haven’t they sold all the apartments yes? Does everyone think positively of the building? Answers 1B2A3D4D5A6B7B8C 9B 10A +EXTRA ACTIVITY For homework or to round off the class, students write sentences about themselves using the present perfect and each of these words at least once (already, for, just, never, since, yet). Students make two of their sentences false. In pairs, students read out their sentences to each other for their partner to guess the false sentences. Refer students to the Grammar reference on page 42 if necessary. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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Summary evaluation What two things went really well? Consider both teaching and learning. 1. 2. What two things would have improved the lesson? Consider both teaching and learning. 1. 2. What have I learned from this lesson about the class or an individual student that will inform my next lesson? |
Module 3. Developing vocabulary: extreme adjectives. Lesson 29
Unit of a long-term plan: Virtual reality |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing vocabulary: extreme adjectives |
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Learning objective(as) |
10.3.7 -
use appropriate subject-specific vocabulary and syntax to talk
about a range of general and curricular topics; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - match extreme adjectives to a normal adjective Most learners will be able to: - practise saying the sentences with the correct stress on the extreme adjective Some learners will be able to: - write a short text to describe a place using extreme adjectives |
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Assessment criteria |
- To use extreme adjectives, match them to normal adjectives, and put the correct stress on the extreme adjective |
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Values links |
Respecting each other |
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Cross-curricular |
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Previous learning |
Adjectives |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings, organisational moment, and warmer. Teacher introduces a new topic, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students could do exercise 1 as homework, using a dictionary if necessary. Ask them to compare their words in class before doing exercise 2. Extreme adjectives 1 Students look at the extreme adjectives and match each one to a normal adjective (a–j). Answers 1h2g3a4c5f6d7j8i9b 10 e 2 Students look at the example sentences and match the correct halves of the rules. Answers |
Gateway Humanities Student’s Book, pages 33-34, developing vocabulary: describing things using extreme adjectives Presentation Kit
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Middle 25 min |
3 Students complete the sentences with the appropriate adjectives from exercise 1.
Answers 4a PRONUNCIATION 16 Students listen and check their answers. Ask whether we stress normal adjectives or extreme adjectives more. See p147 for the audioscript for this exercise. Answers We stress extreme adjectives more. 4b In pairs, students practise saying the sentences in exercise 3 with the correct stress on the extreme adjective. For example, The view from our window wasn’t just beautiful. It was absolutely stunning. |
Gateway Humanities Student’s Book, pages 33-34, developing vocabulary: describing things using extreme adjectives Presentation Kit
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End 5 minutes |
5a SPEAKING Ask students to write down one place or item for each extreme adjective in exercise 1. 5b In pairs, students say their words from exercise 5a in a random order. Their partners have to guess the extreme adjective. Draw students’ attention to the example dialogue. Homework: Assign students page 25 in their Workbook.
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Gateway Humanities Student’s Book, pages 33-34, developing vocabulary: describing things using extreme adjectives Presentation Kit Workbook or online workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? +Extra activity Students write a short text to describe places in their city or country using their ideas from exercise 5a.
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Assessment – how are you planning to check students’ learning?
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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? |
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Summary evaluation What two things went really well? Consider both teaching and learning. 1. 2. What two things would have improved the lesson? Consider both teaching and learning. 1. 2. What have I learned from this lesson about the class or an individual student that will inform my next lesson? |
Module 3. Life skills Numeracy: explaining statistics. Lesson 30
Unit of a long-term plan: Virtual reality |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing vocabulary: noun suffixes. |
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Learning objective(as) |
10.1.6 - organize and present information clearly
to others; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - match the names of the infographics (pie chart, line graph, bar chart, etc.) Most learners will be able to: - listen to a video of two students presenting information and take notes on useful vocabulary Some learners will be able to: - put together and present some statistics about a city of their choice |
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Assessment criteria |
-to find and present information clearly using statistics |
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Values links |
Respecting each other |
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Cross-curricular |
Mathematics |
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Previous learning |
Statistics |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could set exercises 1 and 2 as homework to be checked in pairs at the next lesson. WARMER Write the following pairs of sentences on the board: a Four in five people have brown hair./80% of people have brown hair. b One in three people eat chocolate every day./Two thirds of people don’t eat chocolate every day. c 63 in 100 people do exercise more than once a week./Under half of people do exercise every week. Ask students which of the sentence pairs is contradictory (saying something different). Answer pair c Ask students to read through the sentences again and the Key concepts box and note the different ways to present statistics. 1 In pairs, students guess the answers to the questions about New York. Elicit some answers from students, but don’t confirm them yet. 2 READING Students look at the information presented and check their answers to exercise 1.
Answers 3 Ask students to look again at the information in exercise 2 and match the names of the infographics. For less confident students, you could help by explaining the vocabulary pie, line and bar, in English, which may help them select the correct option. Answers |
Gateway Humanities Student’s Book, Unit 3, pp. 36-37 Life skills video Unit 3: Explaining statistics and Life skills video worksheet Unit 3 (Teacher’s Resource Centre) |
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Middle 25 min |
Ask students to read the statements about the information in exercise 2 and then choose the correct alternative. Allow students to use a dictionary if necessary. Elicit answers from students.
Answers 5a Draw students’ attention to the diagrams. Check that they can remember the names of the types of diagrams. Then ask them to match the parts of the sentences with the diagrams. Answers a4b2c3d6e1f5 5b Students complete the sentences in exercise 5a using information from exercise 2. 5c Students compare their answers. Answers
1 The average temperature stays approximately the
same between July and August. 3 Under a quarter of New Yorkers travel to work by car. 4 One in ten New Yorkers walk to work.
5 About two thirds of people in New York don’t
travel to work by subway. 6 Tell students that they are going to watch or listen to a video of two students presenting information about social media use in New York. Students guess the answers to the questions before they listen. Nominate students to give their guesses, but don’t confirm anything yet. 7 17 Before students watch or listen to the video, ask them to think about what words or phrases they may hear to answer the questions in exercise 6. Being prepared for particular vocabulary will help them select the correct answers. Play the video or track. Check answers in open class. Ask students if any of their guesses were correct. See p147 for the audioscript/videoscript for this exercise. Answers 1 Age 25–34, maybe because they use the technology more frequently. 2 55–64, maybe because they are older and they don’t know the technology. 3 women
8 17 Tell students they are going to watch or listen again and decide if the statements are true or false, then correct the false ones. Play the video or track again. Then check answers. More confident students may want to attempt the task before watching the video for a second time, then using the repeat to check their answers.
Answers
2T 3 F (Over a quarter ...) 9 SPEAKING In pairs, ask students to say whether any of the information in the video surprised them. Encourage them to give their reasons. LIFE TASK Tell students they are going to put together and present some statistics about a city of their choice. ■ Step 1 Ask each group to think of a city they want to research. Encourage them to think of a different one from other groups. ■ Step 2 Give students time to research statistics about the city. With less confident students, you could suggest particular topics for them to look at. Ask students to look for charts, graphs and tables to represent their data, and if they can’t find any, to put together their own, making sure they choose a suitable one to show the statistic. ■ Step 3 Ask students to work individually or together to write about what the chart, graph or table shows. Remind them to use words from exercise 4. ■ Step 4 Have students present their information to the class as a poster or as a computer presentation. Encourage other groups to ask questions. |
Gateway Humanities Student’s Book, Unit 3, pp. 36-37 Life skills video Unit 3: Explaining statistics and Life skills video worksheet Unit 3 (Teacher’s Resource Centre) |
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End 5 minutes |
Homework: Assign students to finish up their work on Life Task |
Gateway Humanities Life Task, Student’s Book, pp. 36-37 |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Ask fast finishers to move to the life task, present information, and provide peer feedback. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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Summary evaluation What two things went really well? Consider both teaching and learning. 1. 2. What two things would have improved the lesson? Consider both teaching and learning. 1. 2. What have I learned from this lesson about the class or an individual student that will inform my next lesson? |
Module 3. Listening: A podcast. Lesson 31.
Unit of a long-term plan: Controversial issues |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Listening: A podcast. |
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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 |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - listen and understand the main information Most learners will be able to: - to listen and complete the notes Some learners will be able to: - ask and answer the questions using relevant vocabulary |
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Assessment criteria |
- Asking and answering questions following the example dialogue and using relevant vocabulary |
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Values links |
Culture |
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Cross-curricular |
Geography |
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Previous learning |
Travelling |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings, organisational moment, and warmer. Teacher introduces a new topic, learning objectives, and assessment criteria. Checking homework. WARMER In pairs, ask students to make a ‘vocabulary pyramid’ with words they have learnt in the unit so far, with three-syllable words at the bottom and one-syllable words at the top. Give students three minutes and then write their suggestions on the board, reminding students of pronunciation where necessary. For example: three syllables: enormous, historic; two syllables: ancient, boiling; one syllable: clean, square. You could use this opportunity to pre-teach vocabulary from the listening (e.g. residence, typical) by writing the words in the correct place in the pyramid. 1 SPEAKING In pairs, students take it in turns to describe the photo. Ask them to say if they think the people are having a good time or not. Suggested answer The photo
shows a group of young people sitting around a table. Some of them
are eating and drinking. In the foreground, there are two bowls of
food. Everyone |
Gateway Humanities Student’s Book, listening: listening for specific information, Unit 3, page 38 |
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Middle 25 min |
2 LISTENING 18 Tell students to read the information in the task. Play the track for students to listen to a podcast about the Erasmus project and answer the questions. See p147 for the audioscript for this exercise.
Answers CULTURAL INFORMATION The Erasmus Project is a European Union (EU) student exchange programme established in 1987 to give students a foreign exchange experience at some of Europe’s most prestigious universities and institutions. Students can study at an institution in another participating country for a period of three to 12 months. The time they spend in the foreign institution counts towards the length of their initial course of study in their home country. 3 18 Play the track again for students to listen and complete the notes.
Answers f different countries g typical dish h physics i exams |
Gateway Humanities Student’s Book, listening: listening for specific information, Unit 3, page 38 |
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End 5 minutes |
4 SPEAKING What about you? Students take it in turns to ask and answer. Draw students’ attention to the example dialogue and pre-teach abroad if necessary. Homework: Assign students page 25 in their Workbook. |
Gateway Humanities Student’s Book, listening: listening for specific information, Unit 3, page 38 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? +Extra activity Students set aside a page at the back of their notebooks and answer. Draw students’ attention to the example dialogue and pre-teach abroad if necessary
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Assessment – how are you planning to check students’ learning?
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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? |
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Summary evaluation What two things went really well? Consider both teaching and learning. 1. 2. What two things would have improved the lesson? Consider both teaching and learning. 1. 2. What have I learned from this lesson about the class or an individual student that will inform my next lesson? |
Module 3. Grammar in context: present perfect continuous. Lesson 32
Unit of a long-term plan: Virtual reality |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Grammar in context: present perfect continuous. |
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Learning objective(as) |
10.5.3 -
write with grammatical accuracy on a range of familiar general and
curricular topics; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - Complete the rule for the formation of the present perfect simple and use the adverbs of time Most learners will be able to: - differentiate between the present perfect simple and present perfect continuous Some learners will be able to: -ask and answer the questions, using the present perfect simple or present perfect continuous |
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Assessment criteria |
- Make sentences with the present perfect simple or present perfect continuous and use the adverbs of time accurately |
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Values links |
Respecting each other |
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Cross-curricular |
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Previous learning |
Present Perfect Continuous |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. Test before you teach: Flipped classroom Set the Flipped classroom video and tasks for homework before the lesson. This will allow you to assess the needs of the students before the class. Students can then move on to the relevant grammar practice activities. TEACHER DEVELOPMENT: LANGUAGE. Present perfect continuous (See Teacher’s Book, page 60) 1a Students look at the sentences from the dialogue and decide which are in the present perfect continuous and which are in the present perfect simple. Answers Present perfect continuous: 1, 4 Present perfect simple: 2, 3 1b Students match the two tenses to the explanations
a–d. Answers 1c Students complete the rule for the formation of the present perfect continuous. Answer been + verb + -ing |
Gateway Humanities Student’s Book, Unit 3, p. 38-39 Flipped Classroom Teacher Resource Centre, Unit 3 Worksheets + Flipped Classroom video Unit 3, the present perfect continuous |
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Middle 25 min |
2 Students look at the photos and write about what the people have been doing.
Answers 3 Students look at the sentences and decide if they are correct or not and say why/why not. If the sentences aren’t correct, students change them. Students could compare in pairs before you elicit answers from the class. Answers
I’ve cut my finger. (The action is very short.)
Correct (The emphasis is on the duration of the activity.)
She’s read this book three times. (The emphasis
is on how many times the action happens.)
Correct (The emphasis is on the duration of the
action.) 5 Students complete the dialogue with the present perfect simple or present perfect continuous. Answers a have you been living b ‘ve been studying c haven’t finished d have you been studying e ‘ve been working f have you been living g ‘ve made h ‘ve been living |
Gateway Student’s Book, Unit 3, pp. 38-39 |
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End 5 minutes |
6 Speaking In pairs, students take it in turns to ask and answer the questions, using the present perfect simple or present perfect continuous. Draw students’ attention to the example dialogue. When they have finished, students decide which answers are the most imaginative. Elicit answers from students around the class.
Homework: Assign students page 26 in their Workbook. |
Gateway Humanities Student’s Book, Unit 3, p. 38-39 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS +Extra activity In pairs, ask students to read the dialogue and extend it by two lines each. +Extra activity Students write simple questions using the present perfect simple and present perfect continuous with common verbs such as live, study, play (e.g. How long have you been living in this town?). In pairs, students take it in turns to ask and answer each other’s questions. FAST FINISHERS Ask students to look at the list of irregular past participles in the back of their books and find examples of verbs that are: 1 the same in the base form, past simple and in the past participle (e.g. cost – cost – cost) 2 the same in the past simple and past participle (e.g. catch – caught – caught) 3 the same in the base form and the past participle (e.g. become – became – become) 4 the same in the base form and the past simple (e.g. beat – beat – beaten) |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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Summary evaluation What two things went really well? Consider both teaching and learning. 1. 2. What two things would have improved the lesson? Consider both teaching and learning. 1. 2. What have I learned from this lesson about the class or an individual student that will inform my next lesson? |
Module 3. Developing speaking: Describing photos -1. Lesson 33.
Unit of a long-term plan: Virtual reality |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing speaking: Describing photos -1. |
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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; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - listen to someone talking about one of the photos and take notes Most learners will be able to: - tell their partner which place they prefer and give reasons for their opinion Some learners will be able to: - describe the two new photos and say which place they would prefer to live in and why. |
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Assessment criteria |
- describe photos using relevant vocabulary and following model description
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Values links |
Respecting each other |
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Cross-curricular |
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Previous learning |
Adjectives |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students could do exercise 1 at home, setting their own time limits, and compare their words in pairs in class. WARMER 1 SPEAKING In pairs, students make a list of at least four words to describe each photo. Set a time limit of two minutes. Elicit words from around the class. Suggested answers Photo a:
busy, crowded, noisy, dirty, inner city, town centre |
Gateway Humanities Student’s Book, Unit 3, p. 40 |
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Middle 25 min |
2 LISTENING 19 Ask students to read the questions, then play the track for students to listen to someone talking about one of the photos. Have students note down the answers as they are listening. Elicit answers from the class. See p148 for the audioscript for this exercise.
Answers 3 19 Play the track again for students to decide which of the words or expressions in the Speaking bank they hear. Answers
In the photo I can see ... On the right ...
In the middle ... 4 Ask students to look at photo b and complete the sentences with words from the Speaking bank.
Answers 5 SPEAKING In pairs, students tell their partner which place they prefer and give reasons for their opinion. Remind them that they can use comparative and superlative structures to compare the places, e.g. -er than ..., more ... than ..., as ... as ..., not as ... as ... PRACTICE MAKES PERFECT
6 SPEAKING Students look at the task. In pairs, they
take it Model description The first
photo shows a city next to a river or a canal. The river is in the
foreground, and a row of old terraced houses is in the background.
In the middle of the photo there are a few boats. It looks quite
busy. The second photo, on the other hand, shows a very old
house. |
Gateway Humanities Student’s Book, Unit 3, p. 40 |
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End 5 minutes |
+EXTRA ACTIVITY Write some expressions of opinion (or ask the students to do it!) on small pieces of card (In my opinion, Personally, For me, I think, I don’t think, I believe). Brainstorm topics for debate and write them on the board (mobile phones, relationships, climate change, advertising on TV, etc.). In small groups, students deal out the cards from their pack of ‘opinion cards’. Each group chooses a topic from the board. Every time a student gives an opinion they can ‘spend’ a card. The student’s argument has to begin with what is written on the card. The first student to get rid of all of his/her cards wins the round Homework: Assign students page 27 in their Workbook. |
Gateway Humanities Student’s Book, Unit 3, p. 40 |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Students play Just a minute. Ask students to describe a photo for a minute to practise speaking under exam conditions. Their partner can time them with their watch. Remind them to use hesitation devices to ‘buy’ time to think (mmm, let me see/well, let me think ..., etc.) and to paraphrase if they are not sure of the exact word (it’s similar to/it’s a kind of, etc.). |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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Summary evaluation What two things went really well? Consider both teaching and learning. 1. 2. What two things would have improved the lesson? Consider both teaching and learning. 1. 2. What have I learned from this lesson about the class or an individual student that will inform my next lesson? |
Module 3. Developing writing: An informal email describing a place. Lesson 34.
Unit of a long-term plan: Virtual reality |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing writing: writing an informal email describing a place |
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Learning objective(as) |
10.4.7 -
recognize patterns of development in lengthy texts [inter-paragraph
level] on a range of general and curricular topics; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - discuss whether they would like to visit Birmingham Most learners will be able to: - Learn the features of informal writing Some learners will be able to: - write an informal email describing a place |
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Assessment criteria |
- write an informal email describing a place - use expressions from the Writing bank |
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Values links |
Respecting each other |
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Cross-curricular |
Communication |
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Previous learning |
Travelling |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings, organisational moment, and warmer. Teacher introduces a new topic, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could set the writing task in exercise 5 as homework so that students who live in the same place can personalise their descriptions as much as possible. WARMER In pairs, ask students to look at the photo of Birmingham and brainstorm as many words as they can think of to describe the city (e.g. canal, water, busy, skyscraper). Write their ideas on the board and then ask if students know anything about Birmingham. 1 In pairs, students decide whether the statements about Birmingham are true or false. 2 READING Students read an email written by somebody from Birmingham and check their answers to exercise 1. Answers 1T2T3T4T5T |
Gateway Humanities Student’s Book, developing writing: writing an informal email describing a place page 41 Presentation Kit
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Middle 25 min |
3 Ask students whether they would like to visit Birmingham, having read Mia’s email. Ask them to give their reasons. 4 Ask students to read the email in exercise 2 again and complete the expressions in the Writing bank. Answers a Hi b name c your last email d to hear from you e they’ve f Thank you g Oh h! i way j back soon k Love TEACHER DEVELOPMENT: STUDENT TRAINING. Informal writing Other features of informal writing are the high frequency of Anglo-Saxon words (e.g. phrasal verbs), common words and simple sentences. Focus on the difference in register and why it is useful to be able to write in both styles. Discuss situations where students would need to write a formal letter (e.g. a cover letter with a CV, a letter of complaint, exam essays, etc.) and when they would write an informal letter (to a friend, e-pal, etc.). 5 In pairs, have students make notes about their home town. Ask them to think about the questions given. Draw their attention to the diagram and tell students this is often a good way to prepare for a writing task. PRACTICE MAKES PERFECT 6 Students read the task and note what information they must include in their informal email. They then include all the information and organise their notes from exercise 5 into paragraphs. Remind them to use the information in exercise 4 and words and expressions from the Writing bank. For students who are less confident, photocopy the model email below for extra support during the writing task. Refer students to the Writing bank on page 150. |
Gateway Humanities Student’s Book, developing writing: writing an informal email describing a place page 41 Presentation Kit |
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End 5 minutes |
+EXTRA ACTIVITY In pairs, students could check each other’s writing and comment on things they think their partner could improve on and expand on. If you have access to the examination criteria for marking writing, give students a copy and ask them to grade each other’s work. Homework: Assign students page 28 in their Workbook. |
Gateway Humanities Student’s Book, developing writing: writing an informal email describing a place page 41 Presentation Kit Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Ask students to find two more facts about Birmingham from the email. Suggested answers There is a big shopping centre called the Bullring. The canals are cleaner now than in the past. |
Assessment – how are you planning to check students’ learning?
|
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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? |
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Summary evaluation What two things went really well? Consider both teaching and learning. 1. 2. What two things would have improved the lesson? Consider both teaching and learning. 1. 2. What have I learned from this lesson about the class or an individual student that will inform my next lesson? |
Module 3 Language Checkpoint Unit 3/Summative assessment on module 3. Lesson 35.
Unit of a long-term plan: Virtual reality |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing vocabulary: noun suffixes. |
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Learning objective(as) |
10.5.2 -
use a growing range of vocabulary, which is appropriate to topic
and genre, and which is spelt accurately; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - complete the text with the correct present perfect simple or past simple form of the verbs given Most learners will be able to: - complete the sentences with the present perfect simple or present perfect continuous form of the verbs Some learners will be able to: - write the words to match the descriptions |
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Assessment criteria |
- use present perfect simple and present perfect continuous in writing - use relevant vocabulary |
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Values links |
Respecting each other |
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Cross-curricular |
Geography and architecture |
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Previous learning |
Present tenses |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students read the Grammar reference and Vocabulary sections on page 42 before completing the revision exercises on the following page. Grammar revision (p. 43) Present perfect simple 1 Students complete the text with the correct present perfect simple or past simple form of the verbs given and choose the correct alternative. Answers |
Gateway Humanities Student’s Book, Unit 3, p. 43 |
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Middle 25 min |
Present perfect continuous 2 Students complete the sentences with the present perfect simple or present perfect continuous form of the verbs.
Answers Vocabulary revision (p. 43) Cities and houses
1 Students write the words to match the descriptions. Answers 1 detached 2 cottage 3 town hall 4 port 5 inner city 6 suburbs 7 terraced 8 block of flats
Adjectives describing cities 2 Students write what adjectives describe the situations. Answers 1 crowded 2 dirty 3 historic 4 quiet 5 lively 6 bus |
Gateway Humanities Student’s Book, Unit 3, p. 43 |
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End 5 minutes |
Extreme adjectives 3 Students write the normal equivalent of the extreme adjectives. Answers 1 beautiful 2 hot 3 dirty 4 bad 5 big 6 busy/crowded
Homework: Assign students page 29 in their Workbook. |
Gateway Humanities Student’s Book, Unit 3, p. 43 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS You can assign (a) grammar communication activity Unit 3: If this is the answer, what’s the question, (b) Grammar practice worksheet: Present perfect continuous, or (c) Everyday English worksheet Unit 3 from Teacher’s Resource Centre. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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Summary evaluation What two things went really well? Consider both teaching and learning. 1. 2. What two things would have improved the lesson? Consider both teaching and learning. 1. 2. What have I learned from this lesson about the class or an individual student that will inform my next lesson? |
Module 3. Creating and explaining a fantasy country (economy, industry). Lesson 36
Unit of a long-term plan: Virtual reality |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Creating and explaining a fantasy country (economy, industry) |
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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; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; |
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Level of thinking skills |
Analysis, synthesis, evaluation |
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Lesson objectives |
All learners will be able to: - look at the statistics and discuss them in pairs Most learners will be able to: - read the text about forecasted changes in the world by 2050 and decide if the statements are true or false Some learners will be able to: - discuss food produced in Kazakhstan and ways to improve the food production for the sustainable development |
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Assessment criteria |
- talk about the problems facing food production in the future - talk about the reasons and solutions to solve this problem for the sustainable development using words from the Vocabulary focus
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Values links |
Respecting each other |
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Cross-curricular |
Economics; Geography |
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Previous learning |
Forecasts |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. WARMER Discuss food production with the students. Ask Where do you think our food comes from? Who produces it? How does it get to our shops and supermarkets? Do you think people have the same access to food in different countries? Are there some parts of the world where food is difficult to find? Why? What would happen if one day there wasn’t enough food for everyone?
1 Students look at the statistics and discuss them in pairs. Elicit answers from the class and suggest that one reason why people spend more on food in developing countries is because they have less access to food products, which makes them more expensive. |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 3, CLIL Economics |
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Middle 25 min |
2 Students read the text and answer the question. Answer It is most likely that the global population will have increased by about two billion. Before reading the text again, write the words in the Vocabulary focus box on the board and ask students to find them in the text. Pre-teach some of the more complex words if necessary.
3 Students read the text again in detail and decide if the statements are true or false. Answers 1F 2T 3F 4T 5T 6F 7F 8T 4 Focus the students’ attention on the numbers and ask them to scan the text to find the correct answers. They then write what each number refers to. Answers 1 percentage of undernourished people in the world 20 years ago 2 litres of water wasted in crop production each year 3 percentage by which better methods of irrigation could raise food production 4 farmers in China grow this much more on the same amount of land than farmers in Africa 5 percentage of crop loss from diseases 6 estimated world population by 2050 |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 3, CLIL Economics |
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End 5 minutes |
5 In pairs, students discuss the questions. Elicit answers from the class and talk about the foods produced in your country and their ideas for other ways of increasing food production to ensure there is enough food for the future. Direct the students’ attention to the Did you know? box. Read the interesting fact about how an increase in meat consumption is adversely affecting food production globally. Homework: Assign students the project in the CLIL worksheet. PROJECT 1 Either in pairs or individually, students research in books or online another factor which is causing concern for the future of food production. Students should find out as much information as possible and be able to describe the key problem and how it will affect food production when presenting their findings to the class. 2 For this project, students focus on another practice that is being used to try and solve the global food crisis and think about how it will benefit food production in the future. They then present the information to the class. Allow some class time for preparation and set deadlines for the presentations. Encourage students to show photos or illustrations where possible to support their findings. |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 3, project
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS |
Assessment – how are you planning to check students’ learning? -Oral feedback -Peer review - Positive reinforcement |
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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? |
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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 4. Things you didn’t know about space. Lost in space. Lesson 37
Unit of a long-term plan: Out of this world |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Things you didn’t know about space. Lost in space. |
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Learning objective(as) |
10.1.9 - use imagination to express thoughts,
ideas, experiences and feelings; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - describe the photographs and use grammar structures it could be, it might be Most learners will be able to: - read the text about the space expeditions and analyse it in pairs Some learners will be able to: - discuss the importance of the Voyager Golden Record |
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Assessment criteria |
- discuss the importance of the Voyager Golden Record using the relevant vocabulary from the glossary and modal verbs of speculation and deduction - present information clearly and justify their answers |
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Values links |
Respecting each other |
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Cross-curricular |
Physics |
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Previous learning |
Space |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. 1 • Direct STs to the picture. STs work in pairs and discuss what they think about the picture, tell STs that they have some guesses. • Ask STs to explain their ideas, don’t confirm or reject any of their guesses. • Read Lost in space and find out if their guesses were correct. |
Gateway Companion Humanities Unit 4. Out of the
world.
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Middle 25 min |
2 • Introduce STs with the new lexis, read and discuss their meaning. • STs read the text again and explain the significance of the words and phrases in the list. Answers The disk is 12 inches in size President Carter was the American president who sent a message on the disc. Carl Sagan organized the committee which collected the sounds, images and music. It would take 40 000 years before Voyager is close to another planetary system. The greetings on the disc are in 55 languages. 3 • Ask STs if they think the Voyager Golden Record is a good idea (or isn’t a good idea) and then to write reasons in the box. STs can do this in pairs or groups and then give each other in-class feedback. |
Gateway
Companion Humanities Unit 4. Out of the world. |
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End 5 minutes |
Students provide a constructive and positive peer review.
Homework: Assign students pages 13-14 in their Gateway Companion Humanities. |
Gateway Companion Humanities Unit 4. Out of the world. What on Earth, page 13-14 |
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Additional information |
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|||
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS You can ask fast finishers to find information about other explorations and discoveries related to space. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 4. Vocabulary: food and meals. Lesson 38.
Unit of a long-term plan: Out of this world |
School:_________________________________________ |
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Date: |
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Class: |
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absent: |
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Lesson title |
Vocabulary: food and meals |
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Learning objective(as) |
10.2.6 - deduce meaning from context 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. |
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Level of thinking skills |
Knowledge, Application, Analysis |
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Lesson objectives |
All learners will be able to: - listen to six short dialogues and take notes of the words used to describe the food Most learners will be able to: - match the words with the definitions Some learners will be able to: - describe a type of food or drink and see if their partner can guess it |
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Assessment criteria |
- talk about food and describe food and meals and how food tastes using relevant vocabulary |
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Values links |
Respecting each other |
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Cross-curricular |
Biology |
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Previous learning |
Food |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK
You could ask students to do exercise 3a at home
so that less confident students can take the necessary WARMER In pairs, students discuss the meaning of the expression Feed your mind. Elicit the pronunciation of the word food and practise the long sound /fuːd/. Suggested answers Feed your mind can be taken literally and metaphorically. Literally, it could be about foods that are good for the brain, but metaphorically it could describe ways to nourish and engage your mind. Food and meals 1 Students look at the photos and say how many food and drink items they can see using the words from the box. Answers chicken, cream, olive, pea, pie, rice, sweetcorn, tuna
2 In pairs, students put the words in the correct place in the table. Tell them to use their dictionaries if necessary. Explain that semi-skimmed milk is milk from which half the fat has been removed. Answers
Fruit: peach, plum Meat/Fish/Seafood: chicken, lamb, prawn, tuna, turkey Dairy products: cream, semi-skimmed milk
Sweets/Bakery products: pancake, pie
3a Students read the questions and check they understand the words in red. To check comprehension, ask students to give you an example of each word. Ask students which words they could use to talk about the photos in exercise 1. Suggested answers
Photo a: dessert Photo c: starter, snack |
Gateway Humanities Student’s Book, Unit 4, p. 4 Presentation Kit |
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Middle 25 min |
3b PRONUNCIATION Ask students to mark the stress in each word, then say which one is the odd one out. Answer dessert (the stress is on the second syllable) 3c 20 Play the track for students to listen, check and repeat. See p148 for the audioscript for this exercise. 3d SPEAKING Students work in pairs and ask and answer the questions in exercise 3a. Describing food 4 Students match the words with the definitions.
Answers 5 In pairs, students choose one or two types of food that they think can go with each of the words in exercise 4. Draw students’ attention to the example. Suggested answers healthy – semi-skimmed milk roast – chicken 6 LISTENING 21 Play the track for students to listen to six short dialogues and choose a word from exercise 4 to describe the food. Ask different students around the class and elicit the information in the listening that helped students make their choices. With a less confident class, pre-teach these words: pan: a round metal container with a handle that is used for cooking; lime: a fruit with a hard green skin and sour juice; pepper: a green, yellow or red vegetable with white seeds in it; ruin: to spoil or destroy something. See p148 for the audioscript for this exercise. Answers |
Gateway Humanities Student’s Book, Unit 4, p. 4 Presentation Kit |
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End 5 minutes |
7 SPEAKING In pairs, students describe a type of food or drink and see if their partner can guess it. Draw students’ attention to the example. TEACHER DEVELOPMENT: STUDENT TRAINING using adjectives (see Teacher’s Book, p. 67). Homework: Assign students page 30 in their Workbook. |
Gateway Humanities Student’s Book, Unit 4, p. 4 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Students
could write more questions similar to FAST FINISHERS Students think of other adjectives used to describe food and match them with types of food (sour – lemons, salty – pizza, creamy – ice cream, etc.). +EXTRA ACTIVITY Ask some follow-up questions: When is the chicken ready to eat? How do they prepare the raw fish? Have you tried raw fish? Did you like it? Why is the dish spicy? Do you like hot (spicy) food? Where are they eating junk food? Why is it bad for you? Do you like junk food? How often do you eat junk food?
+EXTRA ACTIVITY
Students make a mind map of all the vocabulary
related to the theme of food. They can add to this over the
following lessons.
Meals: breakfast, lunch, dinner, snack, dish, main
course, starter, dessert Types of
food: fruit, dairy
products, vegetables, bakery products |
Assessment – how are you planning to check students’ learning? -Feedback -Peer review - Positive reinforcement |
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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? |
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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 4. Reading: the future of food? Lesson 39
Unit of a long-term plan: Out of this world |
School:_________________________________________ |
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Teacher name: |
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Class: |
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absent: |
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Lesson title |
Reading: the future of food? |
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Learning objective(as) |
10.1.7 - develop and sustain a consistent
argument when speaking or writing; 10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; |
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Level of thinking skills |
Comprehension, Application, Analysis |
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Lesson objectives |
All learners will be able to: - describe the photographs Most learners will be able to: - make predictions about content Some learners will be able to: - critically analyse the article and share their answers with the class |
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Assessment criteria |
- discuss the future of food and use relevant vocabulary - present information clearly |
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Values links |
Respecting each other |
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Cross-curricular |
Biology; Geography |
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Previous learning |
Food |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework.
FAST TRACK You could ask students to do exercises 1 and 2 at home in preparation for completing exercise 3 together in class. WARMER Students draw the table from exercise 2 on page 44 of the Student’s Book or write the column headings in their notebooks. Organise the class into small teams, and choose a letter of the alphabet (e.g. C). The teams write a word beginning with that letter for each category.
The team that finishes all the categories first shouts STOP! All the other students stop writing. The teams compare their words and allocate points according to the following criteria:
words repeated by two teams = 20 points
Choose another letter for the next round. At the end of the game, all the subtotals are added and the team with the highest score is the winner.
1 First, ask students to look at the photos and title of the article. What do they think the article is going to be about? |
Gateway Humanities Student’s Book, Unit 4, p. 45
Presentation kit |
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Middle 25 min |
2 READING Ask students to read the article and check their predictions to exercise 1. 3 Students read the article again and decide if the statements are true or false. Tell students to write the number(s) of the line(s) where they found the answer. Ask fast finishers to correct the false statements. Answers
1 T (lines 4–5) 2 T (lines 16–20) 3 F (lines 30–31) 4 CRITICAL THINKING Ask students to consider their own response to the critical thinking question and then share their answers with the class. TEACHER DEVELOPMENT: STUDENT TRAINING finding the meaning of a word in a dictionary (see Teacher’s Book, p. 67). 5 Ask students to look back at the underlined words in the article and guess their meaning. Allow them to check in the dictionary. Answers
wasting = throwing something useful away when you
could use it for something else
powder = light, dry substance, you can dissolve
it in water fad = popular for a short period
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Gateway Humanities Student’s Book, Unit 4, p. 45
Presentation kit |
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End 5 minutes |
6 SPEAKING What about you? In pairs or small groups, students discuss the questions. Homework: Assign students page 31 in their Workbook. |
Gateway Humanities Student’s Book, Unit 4, p. 45
Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Ask students to close their books and write the numbers: 90, 80, 20s and 35 on the board. Ask students to work in pairs to say why these numbers are relevant to the reading text. Answers
Rob ate Soylent for 90% of his meals for one
year. 80% of all water goes to farms. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 4. Grammar in context: Will, be going to, present continuous, and present simple for future. Lesson 40
Unit of a long-term plan: Out of this world |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Grammar in context: Will, be going to, present continuous, and present simple for future |
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Learning objective(as) |
10.5.3 - write with grammatical accuracy on a
range of familiar general and curricular topics; 10.6.8 - use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics |
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Level of thinking skills |
Application, Analysis, Synthesis |
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Lesson objectives |
All learners will be able to: - complete the rules with will, to be going to or the present simple Most learners will be able to: - make notes on the topics with predictions for this year using a variety of future tenses Some learners will be able to: - compare their predictions in a group and follow the model dialogue using a variety of future tenses |
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Assessment criteria |
- Using will, be going to, and the present continuous and present simple to talk about the future |
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Values links |
Respecting each other |
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Cross-curricular |
Biology |
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Previous learning |
Future tenses |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could ask students to do exercise 1b and compare their answers in pairs. Test before you teach Write the following sentences on the board and ask students whether they refer to the past, present or future. Then ask them to complete each sentence with a tense that they think is correct for the situation. If students are already familiar with these expressions of future time, move quickly through exercises 1a and 1b, eliciting answers from students as an open-class activity. It’s (snow) soon. The clouds are very grey and low in the sky. Perhaps I China one day. (visit) What time The train at 8.00 this evening. (arrive) Answers going to snow, ’ll visit, are you leaving, arrives 1a Students match the sentences and the rules (1–4).
Answers 1b Students read the sentences and complete rules 1–4 with will, be going to or the present simple.
Answers
2 will (sentence c) TEACHER DEVELOPMENT: PRONUNCIATION Contracted form ‘ll TEACHER DEVELOPMENT: LANGUAGE Use of tenses (see Teacher’s Book, p. 68). 2 Students complete the sentences with the correct form of the present simple or will.
Answers
3 will do, makes 4 go, will ... buy TEACHER DEVELOPMENT: LANGUAGE Present simple with time expressions (see Teacher’s Book, p. 69). |
Gateway Humanities Student’s Book, Unit 4, pp. 46-47 Presentation Kit |
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Middle 25 min |
3 Students write predictions for what they think is going to happen in each situation, using the verbs supplied. Remind less confident students which tense they need to use for predictions based on evidence.
Suggested answers
2 He’s going to drop the plates.
TEACHER DEVELOPMENT: PRONUNCIATION Unstressed vowels (see Teacher’s Book, p. 69).
4 Students look at the poster and make as many present continuous sentences as they can. Draw students’ attention to the example sentences. Suggested answers It’s
starting at 6 pm. 5 Students look at the pairs of sentences and questions and choose the correct alternative. If they think both are correct, they should mark both, but be prepared to explain any difference in meaning. Answers 1b Correct 2a Correct 3a Correct 4a is correct because it’s a prediction based on evidence. 4b is correct because it’s a general prediction. 5a Correct 6a is correct because the present simple is used for timetables. 6b is correct because the present continuous is used for confirmed plans. There’s no difference in meaning between 6a and 6b. 6a In pairs, students make notes on the topics with predictions for this year. Walk round the class, monitoring and helping students with any language difficulties.
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Gateway Humanities Student’s Book, Unit 4, pp. 46-47 Presentation Kit |
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End 5 minutes |
6b SPEAKING Students compare their predictions in a group and find out if they are similar or different. Draw students’ attention to the model dialogue. Elicit predictions from different students around the class. Homework: Assign students page 32 in their Workbook. |
Gateway Humanities Student’s Book, Unit 4, pp. 46-47 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Bring in horoscopes from last week’s magazines and ask students to say if the predictions were true for them. Students then write similar ones using will and going to and check next week if any came true. Refer students to the Grammar reference on page 54 if necessary. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 4. Developing vocabulary: Prefixes. Lesson 41
Unit of a long-term plan: Out of this world |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
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absent: |
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Lesson title |
Developing vocabulary: Prefixes. |
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Learning objective(as) |
10.3.7 -
use appropriate subject-specific vocabulary and syntax to talk
about a range of general and curricular topics; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - say what the function of a prefix is Most learners will be able to: - complete the sentences by adding the correct prefix to the words Some learners will be able to: - ask and answer questions |
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Assessment criteria |
- use prefixes correctly in speaking and writing |
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Values links |
Respecting each other |
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Cross-curricular |
Biology |
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Previous learning |
Prefixes; word formation |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students could do exercises 2 and 3 as homework, using a dictionary if necessary.
Prefixes 1a Students look at the words and match them with the definitions. Answers 4 overcooked |
Gateway Humanities Student’s Book, Unit 4, p. 47 Presentation Kit |
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Middle 25 min |
1b Draw students’ attention to the red parts of the words in exercise 1a. Tell students these are called prefixes. Students say what the function of a prefix is. Answer Prefixes change the meaning of the word. 2 Students match the prefixes and their meanings. Answers 1e 2f 3d 4h 5c 6g 7a 8b 3 Students complete the sentences by adding the correct prefix to the word in red.
Answers 4a Students complete the questions with words from exercises 1 and 3. Answers |
Gateway Humanities Student’s Book, Unit 4, p. 47 Presentation Kit |
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End 5 minutes |
4b SPEAKING In pairs, students take it in turns to ask and answer the questions in exercise 4a. Homework: Assign students page 33 in their Workbook. |
Gateway Humanities Student’s Book, Unit 4, p. 47 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS You can ask fast finishers to list as many prefixes they know and make a mind map with prefixes and new words formed. |
Assessment – how are you planning to check students’ learning? -Oral feedback -Peer review - Positive reinforcement |
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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? |
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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 4. Gateway to life skills: physical well-being: preparing food. Lesson 42
Unit of a long-term plan: Out of this world |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Gateway to life skills: physical well-being: preparing food. |
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Learning objective(as) |
10.2.8 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects; 10.3.5 -
interact with peers to make hypotheses about a wide range of
general and curricular topics; |
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Level of thinking skills |
Analysis, Synthesis, Evaluation |
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Lesson objectives |
All learners will be able to: - discuss why it’s important to know how to cook Most learners will be able to: - watch a video of teenagers cooking and take notes Some learners will be able to: - discuss food safety advice |
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Assessment criteria |
- discuss why it’s important to know how to cook - discuss food safety - present information clearly |
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Values links |
Respecting each other |
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Cross-curricular |
Biology |
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Previous learning |
Food |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could set exercise 2 as homework to be compared in pairs at the next lesson. WARMER Write a simple three-course menu on the board, using dishes that students are likely to have heard of. In pairs, ask students to brainstorm the ingredients they think they would need for each course, and how they would prepare them. Remind them of the vocabulary they have learnt for cooking earlier in the unit. Elicit ideas from different pairs. Allow students time to read through the Life skills objectives and the Key concepts before starting the lesson. 1 In pairs, students discuss the questions. Nominate different pairs to feedback to the class. 2 READING Ask students to read the article by a top chef and match the titles with the correct section. Answers 1H 2E 3D 4J 5G 6A 7C 8B 9I 10 F |
Gateway Humanities Student’s Book, Unit 4, pp. 48-49 Life skills video Unit 4: Preparing food and Life skills video worksheet Unit 4 (Teacher’s Resource Centre) Presentation Kit |
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Middle 25 min |
3 Ask students to read the statements and write which section of the article gives the information about each advantage. Ask students to underline the part of the text that gave them the information. With a less confident class, you could read the statements together to check they understand the vocabulary. Answers a 5 (... eating out is nearly always more expensive than eating at home.) b 8 (... make your friends happy and show them your skills ...) c 4 (... give you a great sense of freedom.) d 7 (You can have a great time just by being imaginative and creative in the kitchen.) e 10 (Maybe you’ll become a professional chef, ...) f 3 (... limit the amount of sugar and fat in each meal.) g 1 (...with just a few basic, natural ingredients you can make delicious meals ...)
h 9 (Cooking ... can teach you about different
countries ...) 4 In pairs, students decide what they think are the three best reasons for learning to cook. They can use the ideas from the text or add reasons of their own. They also think of the least important reason. Nominate pairs to give their answers, giving their reasons. +EXTRA ACTIVITY
Before playing the video properly, play it with
the volume turned down. Ask students what problem they think each
person in the video has. This is 5 LISTENING 22 Tell students they are going to watch or listen to a video of teenagers cooking. Students write what each chef is making. See p148 for the audioscript/videoscript for this exercise.
Answers 6 LISTENING 22 Tell students they are going to watch or listen again and find something that each chef is doing incorrectly in the kitchen. Before they watch or listen, have students read through the Problem column and guess what the problem could be. Play the video or track again for students to write notes. Suggested answers
olive oil – oil is slippery when it’s on the
floor, you could slip with a knife or hot food in your hands
(Ben) jewellery – you can’t wash your hands and make them 100% clean if you are wearing jewellery (Jasmine) knife and chopping board – wash knife and chopping board after cutting meat, don’t cut salad in same place as meat, get food poisoning (Ben) |
Gateway Humanities Student’s Book, Unit 4, pp. 48-49 Life skills video Unit 4: Preparing food and Life skills video worksheet Unit 4 (Teacher’s Resource Centre) Presentation Kit |
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End 5 minutes |
7 In pairs, students say what they think of the advice in the video and any other food safety advice they can think of.
Homework: Assign students LIFE TASK in their Student’s Book.
LIFE TASK Tell students they are going to find or invent a recipe for a tasty and healthy salad. ■ Step 1 In small groups, students either invent or find a recipe for their salad. ■ Step 2 Read through the criteria students need to include in their presentation, then give them time to prepare. ■ Step 3 Groups give their presentations, then the class vote on the healthiest and tastiest. |
Gateway Humanities Student’s Book Life Task, Gateway to life skills, Unit 4 |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Ask students to number the sections from 1–10 in order of how important they think each piece of advice is. +EXTRA ACTIVITY In pairs, students make a poster highlighting important food safety and hygiene rules. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 4. Listening: food in the future. Lesson 43
Unit of a long-term plan: Out of this world |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Listening: food in the future |
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Learning objective(as) |
10.2.1 - understand the main points 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 |
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Level of thinking skills |
Analysis, Synthesis, Evaluation |
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Lesson objectives |
All learners will be able to: - describe what they see on the photos showing futuristic ideas about food Most learners will be able to: - listen to four people talking about their predictions for 2050 and match the speakers and opinions Some learners will be able to: - discuss which of the predictions about the future they agree with |
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Assessment criteria |
- discuss which of the predictions about the future they agree with and use relevant vocabulary - present information clearly |
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Values links |
Respecting each other |
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Cross-curricular |
Biology |
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Previous learning |
Food |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. WARMER Elicit all the prefixes students can remember and write them on the board. Students play Word tennis in pairs. The first student ‘serves’ a prefix and the other student must provide a correct word for the prefix to win a point. Then they serve a prefix back to their partner. The student with the most points wins the game. Prefixes: pre-, over-, mis-, inter-, dis-, co-, re-, under-, im- 1 SPEAKING In pairs, students look at the photos showing futuristic ideas about food and take it in turns to describe what they see. |
Gateway Humanities Student’s Book, Unit 4, p. 50 Presentation Kit |
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Middle 25 min |
2 LISTENING 23 Play the track for students to listen to four people talking about their predictions for what we will be eating in the year 2050. Tell students to match each speaker to a photo in exercise 1. See pp148–149 for the audioscript for this exercise. Answers 1d 2c 3a 4b 3 23 Play the track again for students to listen and match the speakers and the opinions. Answers a2 b1 c4 d2 e3 f4 g3 h2 4 SPEAKING What about you? Students discuss which of the predictions about the future they agree with in an open-class discussion. With a less confident class, students could write notes before participating in this speaking activity. |
Gateway Humanities Student’s Book, Unit 4, p. 50 Presentation Kit |
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End 5 minutes |
Homework: Assign students page 33 in their Workbook. |
Gateway Humanities Student’s Book, Unit 4, p. 50 Workbook |
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Additional information |
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|||
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS You can ask fast finishers to imagine that they are film directors and think of a plot of the futuristic film they would like to make about the future of the world in 2050. |
Assessment – how are you planning to check students’ learning? -Oral feedback -Peer review - Positive reinforcement |
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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? |
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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 4. Grammar in context: future continuous and future perfect/Summative assessment on Module 4. Lesson 44
Unit of a long-term plan: Out of this world |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Grammar in context: future continuous and future perfect/Summative assessment on Module 4. |
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Learning objective(as) |
10.3.2 - ask and respond to complex questions to get information about a wide range of general and curricular topics; 10.6.8 - use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - Most learners will be able to: - Some learners will be able to: - |
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Assessment criteria |
- Using the future continuous and the future perfect to talk about the future |
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Values links |
Respecting each other |
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Cross-curricular |
Biology |
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Previous learning |
Future tenses |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could ask students to complete exercise 3 at home. Flipped classroom Set the Flipped classroom video and tasks for homework before the lesson. This will allow you to assess the needs of the students before the class. Students can then move on to the relevant grammar practice activities. 1a Students look at the sentences and decide which are in the future continuous and which in the future perfect.
Answers 1b Students choose the correct alternative.
Answers 1c Students complete the rules. |
Gateway Humanities Student’s Book, Unit 4, pp. 50-51 Presentation Kit |
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Middle 25 min |
2a Students complete the predictions. Answers 1 will be having 2 won’t be driving 3 won’t be eating 4 will be working 5 will be speaking 6 will be doing 7 won’t be growing 2b In pairs, students discuss which predictions in exercise 2a they agree with. You could build this into a class discussion 3 Students complete the predictions about the year 2050 using the future perfect. Tell students to make affirmative or negative predictions depending on their opinion. Suggested answers
1 won’t have found 4 will have disappeared
5 will have landed
4a Students look at the diary of a busy chef for next Monday. 4b Students complete the sentences with either the future continuous or future perfect using the verbs. Answers 2 will be running 3 will be having 4 will have had 5 will be going 7 will have eaten 8 will be talking 4c Ask students to write one more sentence in the future continuous and one in the future perfect about Oliver’s day. 5 SPEAKING In pairs, students take it in turns to ask and answer questions about what they will be doing or will have done at different times tomorrow. You could do this activity in open pairs first before students proceed in closed pairs. Draw students’ attention to the example dialogue. 6a SPEAKING Students think about their life when they are 30 years old. Individually, students make notes about what they will/won’t be doing and what they will/won’t have done using the ideas and events from the box. |
Gateway Humanities Student’s Book, Unit 4, pp. 50-51 Flipped classroom video Unit 4: Future continuous and future perfect and Flipped classroom video worksheet Unit 4: Future continuous and future perfect (Teacher’s Resource Centre) Presentation Kit |
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End 5 minutes |
6b In pairs, students take it in turns to ask and answer their questions from exercise 6a about how they imagine their life when they are 30. Draw students’ attention to the example dialogue. With a less confident class, go through the ideas and events in the box and drill the question form for each one. (Do you think you ...’ll be studying/ will have become famous/will have bought a house/will have got married/will be living at home/will be living in a different country/will have made a lot of money/will be studying/will be working.) You could do this activity as an open-class activity before students do the exercise in closed pairs.
Homework: Assign students page 34 in their Workbook. |
Gateway Humanities Student’s Book, Unit 4, pp. 50-51 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY In pairs, students compare their predictions and discuss any differences of opinion. Elicit opinions from students around the class. FAST FINISHERS You can also assign Grammar Practice worksheet Unit 4 (Teacher’s Resource Centre). +EXTRA ACTIVITY Play Past participle bingo. Write the list of verbs below on the board. Tell students to draw a 3 x 3 grid in their notebooks, choose nine of the verbs and write the past participle form in the squares in the grid. Read out the verbs in a random order. If students have the past participle form on their bingo ‘card’ they cross it out. The first student to complete his/her grid shouts ‘Bingo!’ Verbs: do, eat, have, live, drive, grow, speak, work, find, use, become, disappear, land, invent, get, change, get up, run, have, talk, meet Refer students to the Grammar reference on page 54 if necessary. |
Assessment – how are you planning to check students’ learning? -Oral feedback -Peer review - Positive reinforcement |
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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? |
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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 4. Developing speaking: negotiating. Lesson 45
Unit of a long-term plan: Out of this world |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing speaking: negotiating |
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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; 10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics; |
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Level of thinking skills |
Analysis, Synthesis, Evaluation |
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Lesson objectives |
All learners will be able to: - listen to two students doing a collaborative task in a speaking exam and take notes Most learners will be able to: - compare their notes and say whether they agree or disagree with the final decision Some learners will be able to: - look at the instructions and diagram and come to a joint decision using phrases from the Speaking bank |
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Assessment criteria |
- negotiate with somebody by asking for, giving and responding to different opinions using phrases from the Speaking bank |
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Values links |
Respecting each other |
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Cross-curricular |
Biology |
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Previous learning |
Negotiations |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Ask students to prepare for exercise 1 at home and make a list of places they like to eat at to discuss in class. WARMER With books closed, ask students to write down in English as many types of places where they can eat. Elicit the phrase ‘eating out’ for when you eat somewhere that isn’t your own house. Suggested answers canteen, restaurant, café, snack bar, your own house, outdoor picnic, fast food restaurant 1 SPEAKING Students work with a partner and look at the photos. Students discuss which places they eat at and what they think of them. 2 LISTENING 24 Play the track for students to listen to two students doing a collaborative task in a speaking exam. Tell students to answer the two questions. See p149 for the audioscript for this exercise. Answers Which of
these five places do you think is the best place for your
end-of-term meal? |
Gateway Humanities Student’s Book, Unit 4, p. 52 Presentation Kit |
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Middle 25 min |
3a 24 Play the track again for students to make notes about what the students say for each place in exercise 1. Draw their attention to the example and remind them not to write full sentences. Answers 2 School canteen: we eat there every day, we should choose somewhere we don’t usually go 3 Outdoor picnic area: good idea – could go to park or somewhere special, picnics aren’t expensive, easy for a larger group 4 Exclusive restaurant: food and service are good, but they’re expensive, most people won’t want to spend a lot of money on the meal 5 Classmate’s house: cheap, comfortable, can have music and move about, but a house is small and it isn’t very special.
3b SPEAKING In pairs, students compare their notes and say whether they agree or disagree with the final decision 4 Ask students to match the headings with the expressions from the Speaking bank. Answers 1C 2B 3A
EXAM SUCCESS Students read the information and discuss if they should speak more than their partner in this type of activity, then turn to page 144 to compare their answers. TEACHER DEVELOPMENT: STUDENT TRAINING Negotating in an oral activity (see Teacher’s Book, p. 73). Practise makes perfect 5 SPEAKING In pairs, students look at the instructions and diagram on page 148. Remind students to justify their opinions and come to a joint decision using phrases from the Speaking bank. Draw their attention to the examples. Photocopy the model dialogue below for less confident students and allow them to read it first. Model dialogue A: Hi, Tom. I’ve started thinking about planning the end-of-year school event. What do you think about a sports day? That could be fun. B: I agree, but what about people who don’t like sport? A: Yes, you’re right. B: Personally, I think we should do something that everyone can take part in. What about a meal in a restaurant? A: That could be expensive. In my opinion, we need to do something that everyone can afford. B: OK. How about a concert at school? We could make the tickets for entrance really cheap and ask local bands to volunteer. A: That’s a great idea! |
Gateway Humanities Student’s Book, Unit 4, p. 52 Presentation Kit |
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End 5 minutes |
Encourage students to provide a constructive and positive feedback to each other. Homework: Assign students page 35 in their Workbook. |
Gateway Humanities Student’s Book, Unit 4, p. 52 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS You can assign fast finishers exercises from Gateway to exams: Units 3-4, Speaking, p. 56 in their Student’s Book, take notes, and negotiate any topic/decision. |
Assessment – how are you planning to check students’ learning? -Oral feedback -Peer review - Positive reinforcement |
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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? |
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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 4. Developing writing: Replying to informal invitations. Lesson 46
Unit of a long-term plan: Out of this world |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing writing: Replying to informal invitations. |
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Learning objective(s) |
10.4.7 -
recognize patterns of development in lengthy texts [inter-paragraph
level] on a range of general and curricular topics; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - read the email invitation and underline the important information Most learners will be able to: - differentiate between formal and informal emails Some learners will be able to: - write a reply to the invitation including the necessary information and following the model text |
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Assessment criteria |
- write an email to accept an informal invitation using the correct style and expressions from the Writing bank - follow the model text |
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Values links |
Respecting each other |
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Cross-curricular |
|
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Previous learning |
Formal and informal writing |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could ask students to do exercise 1a at home and check their answers in exercise 1b at the start of the lesson. WARMER In pairs, students tell their partner about the last time they were invited to an event or a special occasion. You could start the class by describing an event to which you were invited to and how you were invited to provide a model for this activity. 1a READING Students read the email invitation and underline the important information that Matt wants from Sam. Answers Could you come a bit earlier? Are you doing anything then? (on Sunday) Write back to tell me if you can come or not. 1b Students compare their answers in exercise 1a with a partner. |
Gateway Humanities Student’s Book, Unit 4, p. 53 Presentation Kit
|
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Middle 25 min |
2 In pairs, ask students to imagine they are Sam and make a list of what information they should include in their reply. Elicit answers from the class and write a complete list up on the board. Suggested answers
Say ‘Hi!’ 3 Ask students to read the reply and check all the information from exercise 2 has been included. 4 Ask students whether they think the emails are formal or informal. Ask them to give reasons for their opinion. Suggested answers Informal – The emails use contracted forms and informal expressions. Students complete the examples in the Writing bank by looking again at the invitation and reply. Suggested answers Invitations: Nina can make it, to see you, back Replies: Thanks, sorry, Would, looking forward EXAM SUCCESS Students discuss what information and what style is important in an email reply then turn to page 145 to compare their ideas. TEACHER DEVELOPMENT: STUDENT TRAINING Informal invitations (see Teacher’s Book, p. 73).
PRACTICE MAKES PERFECT 6a Students look at the task and underline the important information that the writer wants. 6b Ask students to reply to the invitation including all the necessary information. Remind them to use the correct style and expressions from the Writing bank. For students who are less confident, photocopy the model reply below for extra support during the writing task. Model text Hello
Ella, |
Gateway Humanities Student’s Book, Unit 4, p. 53 Presentation Kit
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End 5 minutes |
Encourage students to use a writing checklist and grade their peer’s invitation, using the checklist as a guideline.
Homework: Assign students page 36 in their Workbook. |
Gateway Humanities Student’s Book, Unit 4, p. 53 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY When students have finished writing, ask them to use a writing checklist and grade their partner’s invitations, using the checklist as a guideline. 1 Did they answer the task? 2 Did they make good use of structures and expressions? 3 How accurate were they? 4 Did they use appropriate style? |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 4. Summative assessment on Term 2 (teachers choose their own assessment materials). Lesson 47
Module 4. Culture: Food for thought. Lesson 48
Unit of a long-term plan: Out of this world |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Culture: Food for thought |
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Learning objective(as) |
10.1.8 -
develop intercultural awareness through reading and discussion; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - discuss the statistics and answer the questions Most learners will be able to: - read the text and write sentences about the numbers Some learners will be able to: - talk about fascinating food experiences in other cultures and in their own culture |
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Assessment criteria |
- talk about and discuss food experiences using words from the Vocabulary focus |
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Values links |
Respecting each other |
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Cross-curricular |
Biology |
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Previous learning |
Culture |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. WARMER Set students a time limit of two minutes to brainstorm as many types of food and ways of describing food as they can remember from the Student’s Book, and any others that they know. Write feedback on the board. 1 In pairs, students discuss the statistics and answer the question. Allow time for ideas to be shared with the rest of the class. Answers The statistics refer to what is one of the largest restaurants in the world, and the largest Chinese restaurant, West Lake Restaurant, in Changsha in Hunan Province, China. It’s been open since 2004, and in 2008 was the subject of a BBC TV documentary called The Biggest Chinese Restaurant in the World.
You may want to pre-teach some words from the Vocabulary focus. VOCABULARY FOCUS
crane [n]: a tall machine used for lifting and moving
heavy objects
reindeer [n]: an animal that lives in northern regions of
Europe and North America
sample [v]: to taste a small amount of food to see what it
is like suspend [v]: to hang something from something else wrap up [v]: to wear enough clothes to keep you warm wrestling [n]: a sport in which two people fight by throwing each other to the ground |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 4, Culture
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Middle 25 min |
2a Ask students to read the text quickly and answer the questions. 2b Students read the text again and circle the correct words. Check answers as a class.
Answers 2c Students read the text again and write the correct countries. Check answers as a class. Answers 1 Spain 2 Finland 3 Scotland 4 Japan 5 USA 6 Kenya 2d Students read the text again and write sentences about the numbers. Check answers as a class. Answers 1 45 = the number of countries the Dinner in the Sky travelling restaurant has visited 2 62 = the number of hotdogs last year’s winner of The Hotdog Eating Contest ate 3 112 = the number of kilometres an hour a rolling cheese can reach in a cheese-rolling race 4 442 = the height in metres of the world’s highest restaurant 5 6,000 = how many years ago a meteorite crashed to Earth that is now used as an ingredient in a Costa Rican restaurant 6 4 = the number of kilos the cheese needs to be in the cheese-rolling race |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 4, Culture |
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End 5 minutes |
3a Put students into pairs to discuss the questions. Then elicit their ideas as a class PROJECT 3b Explain to students that they are going to work in pairs to create a poster on fun and fascinating food experiences in their country and a country of their choice. For Step 1, students choose a country they are interested in, and research information for each of the bullet points for their own country and their chosen other country. In Step 2, students decide how best they would like to present their information and then create a list of fun and fascinating food experiences accompanied by photos where possible. 3c Once they have gathered the necessary information, students prepare their posters. Students then display their posters on the classroom walls and discuss their findings. Have a vote on the most unusual food experience that has been discovered.
Homework: Assign students the PROJECT in their Culture worksheets. |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 4, project
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Ask fast finishers to start working on their project. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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? |
Term 3
Module 5. Describing the symptoms of stress and coping with stress. Lesson 49.
Unit of a long-term plan: Stress and fear |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Describing the symptoms of stress and coping with stress |
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Learning objective(as) |
10.3.3 - explain and justify own and others’
point of view on a wide range of 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; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - ask and answer the questions related to managing stress Most learners will be able to: - analyse the stress coping advice and reflect on strategies that might be helpful Some learners will be able to: - make a list of stressful situations and discuss stressful situations with the class using relevant vocabulary and justifying their answers |
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Assessment criteria |
- discuss the ways of coping with stress using relevant vocabulary - present information clearly |
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Values links |
Respecting each other |
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Cross-curricular |
Biology; Psychology |
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Previous learning |
Stress |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. 1 • Draw STs’ attention to the two questions. Have them read the article with the questions in mind. • Introduce STs with the new lexis, read and discuss their meaning. • After reading, ask STs what they think of the advice offered in the article. Ask them to be specific about the strategies they think would work for them, and why or why not. |
Gateway Companion Humanities, Unit 5, Coping with stress |
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Middle 25 min |
2 • Ask STs to focus on the specific stressful situations listed. Have STs rank them on a scale of 1 (not stressful) to 5 (very stressful). 3 • Ask STs to make a list of situations which make them stress. 4 • Put STs in pairs to compare their answers. Remind them that everyone will have their opinions and that reactions to stressful situations will not be the same. • Give STs time to discuss what causes the most stress and to talk about what they have in common. • Invite them to share ideas from their discussions with the whole class. |
Gateway Companion Humanities, Unit 5, Coping with stress |
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End 5 minutes |
5 • Ask STs to discuss the questions in groups. Homework: Assign students pages 18-19 in their Gateway Companion Humanities. |
Gateway Companion Humanities, Unit 5, Coping with stress Gateway Companion Humanities, Unit 5, Stress, pp. 18-19 (This assignment allows to cover the topics on stress, reducing stress, and analysis of fear). |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS |
Assessment – how are you planning to check students’ learning? -Oral feedback -Peer review - Positive reinforcement |
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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? |
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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 5. Vocabulary: school and university subjects. Lesson 50
Unit of a long-term plan: Stress and fear |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Vocabulary: school and university subjects |
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Learning objective(as) |
10.2.4 - understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.3 - explain and justify own and others’ point of view on a wide range of general and curricular topics; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - explain the meaning of the expression Lifelong learning Most learners will be able to: - listen to four teachers giving instructions and asking questions and take notes Some learners will be able to: - interview each other about their subject preferences |
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Assessment criteria |
- talk about different aspects of life at school and university using relevant vocabulary and justifying their answers |
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Values links |
Respecting each other |
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Cross-curricular |
Lifelong learning |
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Previous learning |
Studying |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. 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
In pairs, students discuss the meaning of the
expression Lifelong learning. You could take this opportunity Answer Lifelong learning means the ongoing learning process that goes on throughout one’s lifetime. School and university subjects 1 In pairs, complete the table with the subjects. Check answers as a class. Answers
Nursery: music
Secondary: chemistry, drama, geography, history,
literature, physics
2a PRONUNCIATION Ask students to mark the stress on each word in exercise 1 with more than one syllable. For less confident students, you could drill the words as a class first. Answers architecture, biology, business studies, chemistry, computer science, drama, engineering, English, geography, history, literature, media studies, medicine, music, physical education, physics, psychology 2b 25 Play the track for students to listen, check and repeat. See p119 for the audioscript for this exercise. |
Gateway Humanities Unit 5, p. 58 Presentation Kit |
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Middle 25 min |
3 LISTENING 26 Play the track for students to listen to four teachers giving instructions and asking questions. Elicit what subject each one is teaching and elicit the information in the listening that helped students make their choices. With a less confident class, pre-teach these words: transmit – to pass on information, attitudes or beliefs to other people; experiment – a scientific test to find out what happens to something or someone in particular conditions; gills – organs behind the head of a fish that allow it to breathe. See p149 for the audioscript for this exercise. Answers 1 drama 2 chemistry 3 biology 4 maths 4 SPEAKING In pairs, students find out their partner’s opinion of different subjects, if they like studying them or would like to study them one day. With a less confident class, do this activity first as open pairs to model the dialogue and then as closed pairs. Words connected with studying 5 Students complete the sentences with the words. Answers |
Gateway Humanities Unit 5, p. 58 Presentation Kit |
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End 5 minutes |
6a SPEAKING In pairs, students ask and answer the questions. Tell them to make a note of their partner’s answers. 6b Students report back to the class with information about their partner. Elicit some answers from different students around the class to round off the activity. Homework: Assign students page 40 in their Workbook. |
Gateway Humanities Unit 5, p. 58 Presentation Kit |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Students add other subjects in the appropriate column in the table (e.g. their own language as a school subject, another language as a school subject, any other subjects that students could study at school or at university, etc.). FAST FINISHERS Students could write more questions similar to the ones in exercise 6a to ask their partners. +EXTRA ACTIVITY In pairs, students discuss whether they think exams are better than coursework for monitoring and assessing understanding of a subject. Encourage students to think of pros and cons for each.
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Assessment – how are you planning to check students’ learning? -Oral feedback -Peer review - Positive reinforcement |
|||
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve lesson objectives/learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? 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? |
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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 5. Reading: green school in the city. Lesson 51
Unit of a long-term plan: Stress and fear |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Reading: green school in the city |
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Learning objective(as) |
10.3.3 - explain and justify own and others’ point
of view on a wide range of general and curricular topics; |
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Level of thinking skills |
Analysis, Evalution, Creation |
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Lesson objectives |
All learners will be able to: - to predict the contents of the text by looking at the photo and analysing the title of the text Most learners will be able to: - critically analyse the text and its message Some learners will be able to: - evaluate the positive and negative ways what their school influences and affects their local community |
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Assessment criteria |
- discuss the text’s message about bringing the outside world intro the classroom using relevant vocabulary and justifying their answers
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Values links |
Respecting each other |
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Cross-curricular |
Geography; Economics |
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Previous learning |
Social responsibility |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could ask students to do exercise 3 at home, and then check answers together in class. WARMER 1 In pairs, ask students to look at the photo and the title of the text and predict what it’s about. 2 READING Ask students to read the text and check their predictions. Answers How growing plants in the classroom has changed students’ lives. |
Gateway Humanities Unit 5, p. 59 Presentation Kit |
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Middle 25 min |
3 Students read the text and answer the questions. You could set a time limit to give students practice for exams, when time will be limited.
Answers 1 They were surprised and excited. 2 They wanted to do something to improve the area where they lived. 3 They created an edible indoor wall. 4 Attendance improved. It went up from around 40% to 93% because students felt responsible for the plants. 5 As they started to grow their own vegetables, they became more interested in following a healthy diet instead of eating fast food. 6 He believes young people ought to start learning about heathy diets as early as possible so that they don’t pick up bad habits which are difficult to change. 7 They have learnt about responsibility. They have also learnt that they need to eat well to stay healthy and that you don’t have to be a farmer in the country to grow plants.
TEACHER DEVELOPMENT: STUDENT TRAINING Reading for general and specific information (see Teacher’s Book, p. 79).
4 CRITICAL THINKING Ask students to consider their own answer to the question and then discuss in open class. 5 Ask students to look back at the underlined words in the text and guess their meaning. Allow students to check their answers in the dictionary. Answers bulbs = small round plant seeds that grow into flowers
neighbourhood = the area where you live pick up = learn |
Gateway Humanities Unit 5, p. 59 Presentation Kit |
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End 5 minutes |
6 SPEAKING What about you? Ask students to consider their own answer to the questions, then ask and answer in pairs.
Homework: Assign students page 41 in their Workbook. |
Gateway Humanities Unit 5, p 59 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Students can find two or three more words in the text and check definitions for them which they can teach the rest of the class at the end of the task. +EXTRA ACTIVITY Students think of a community project that their school or class could get involved in. Ask students to research the idea, say why it’s a necessary project and then come up with a three-step plan for what the school could do to help. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 5. Grammar in context: Modal verbs of obligation, prohibition, advice and permission. Lesson 52
Unit of a long-term plan: Stress and fear |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Grammar in context: Modal verbs of obligation, prohibition, advice and permission. |
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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. 13 - use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics; |
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Level of thinking skills |
Understanding, Application, Analysis |
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Lesson objectives |
All learners will be able to: - pronounce the contractions in modal verbs Most learners will be able to: - decide which modal verbs they should use to talk about obligation advice, and permission Some learners will be able to: - prepare advice for a friend and use all the modal verbs listed |
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Assessment criteria |
- use modal verbs to talk about obligation and permission and to give advice and permission - use modal verbs with grammatical accuracy in speaking and writing |
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Values links |
Respecting each other |
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Cross-curricular |
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Previous learning |
Modal verbs |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings, organisational moment, and warmer. Teacher introduces a new topic, learning objectives, and assessment criteria. Checking homework. FAST TRACK Ask students to do exercise 1a before the lesson, and compare their answers in class. Test before you teach Write these sentence stems on the board: You
should ..., You shouldn’t ..., You must ..., 1a Students read the sentences and complete the rules with the words in blue. 1b Students say if the sentences are true or false. Answers 1T2T3F4T TEACHER DEVELOPMENT: LANGUAGE. Modal verbs. (See Teacher’s Book, page 80). TEACHER DEVELOPMENT: PRONUNCIATION. Contractions (See Teacher’s Book, page 80). 2a Students complete the sentences using the correct form of the word(s) given and any other words.
Answers |
Gateway Humanities Student’s Book, Unit 5, pp. 60-61
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Middle 25 min |
2b Ask students if they know the legal ages for the things in exercise 2a in their own country. Encourage them to use the target grammar when they answer. 3 Students complete the sentences for the situations using should, shouldn’t, ought to, had better and the expressions from the box. Check answers as a class. Answers 2 had better look for a job there 4 Ask students to write rules for their school using the modal verbs and the phrases in the box. Nominate students to read out one of their rules. You could also ask students if they think each rule is fair or unfair. 5 Ask students to read the text and choose the correct alternative. Answers a have to b should c shouldn’t d have to e don’t have to f ought g had
6a SPEAKING In pairs, students read the task and prepare advice for a friend. Encourage students to speak first, and then make notes after they have discussed ideas. Remind them to list some things that are essential to do and not to do, and to use all the modal verbs listed. Draw students’ attention to the examples in exercise 6b. |
Gateway Humanities Student’s Book, Unit 5, pp. 60-61
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End 5 minutes |
6b SPEAKING Pairs compare their advice with another pair Homework: Assign students page 42 in their Workbook. |
Gateway Humanities Student’s Book, Unit 5, pp. 60-61 Workbook or online workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY In pairs or small groups, students research legal ages and rules in another country and present them to the rest of the class using modals of obligation. FAST FINISHERS/+EXTRA ACTIVITY In pairs, students tell each other what they think they want to do as a job one day. Students write a list of advice for each other using must, mustn’t, have to, should, shouldn’t, had better, ought to. They then tell their partner and see if he/she agrees with their advice. Refer students to the Grammar reference on page 68 if necessary. |
Assessment – how are you planning to check students’ learning?
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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? |
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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 5. Developing vocabulary: Noun suffixes -er, -or, -ist, -ian, -ee. Lesson 53
Unit of a long-term plan: Stress and fear |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing vocabulary: Noun suffixes -er, -or, -ist, -ian, -ee |
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Learning objective(as) |
10.6.1 - use a variety of abstract compound nouns
and complex noun phrases on a range of familiar general and
curricular topics, and some unfamiliar general and curricular
topics; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - differentiate between noun suffixes for people and things Most learners will be able to: - match the words with the definitions Some learners will be able to: - discuss which of the jobs they would like to do or not giving reasons and following the example sentences |
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Assessment criteria |
- talk about jobs and employment using noun suffixes (-er, -or, -ist, -ian, -ee) |
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Values links |
Respecting each other |
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Cross-curricular |
Lifelong learning |
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Previous learning |
Jobs |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new 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 the listening exercise in 3a. Noun suffixes 1 Students look at the words with suffixes which make nouns. They decide if they are nouns for people or things. Answer people |
Gateway Humanities Student’s Book, Unit 5, p. 61 Presentation Kit |
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Middle 25 min |
2 Students match the words in exercises 1 and 2 with the definitions.
Answers
3a PRONUNCIATION 27 Play the track for students to listen to the words, mark the stress and decide which is the only noun suffix we stress. See p150 for the audioscript for this exercise.
Answers
director, employee, farmer, instructor, scientist, technician, electrician, employer, journalist, librarian, photographer, physicist, professor, trainee
3b Students practise saying the words in exercises 1 and 2 with the correct stress.
4 Students match one word from list A to one from list B. Answers wildlife photographer, company director, university professor, driving instructor, computer technician |
Gateway Humanities Student’s Book, Unit 5, p. 61 Presentation Kit |
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End 5 minutes |
5 SPEAKING In pairs, students take it in turns to say which of the jobs in exercise 4 they would like to do or not giving reasons. Draw their attention to the example sentences.
Homework: Assign students page 43 in their Workbook. |
Gateway Humanities Student’s Book, Unit 5, p. 61 Presentation Kit |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Students write definitions similar to those in exercise 2 with the other words from exercise 4 (e.g. wildlife photographer: someone who takes photos of birds and animals in the natural environment). |
Assessment – how are you planning to check students’ learning? -Oral feedback -Peer review - Positive reinforcement |
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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? |
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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 5. Life skills ICT: Get the best from the Web. Lesson 54
Unit of a long-term plan: Stress and fear |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Life skills ICT: Get the best from the Web |
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Learning objective(as) |
10.2.4 - understand implied meaning 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; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - predict what speakers are going to say about each of the subjects Most learners will be able to: - read the text and decide whether the statements are true or false Some learners will be able to: - evaluate and use web sources effectively for information and schoolwork |
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Assessment criteria |
- Evaluate web sources and discuss them using relevant vocabulary and justifying their answers
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Values links |
Respecting each other |
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Cross-curricular |
Technology; IT |
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Previous learning |
The Internet; Critical thinking |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could set the Internet research part of exercise 3 as homework. Students compare their findings in pairs at the next lesson.
WARMER Tell students the lesson is going to focus on the use of the Internet as a source and allow them time to read though the Life skills objectives and the Key concepts before starting the lesson. 1 In pairs, students discuss the questions. Nominate different pairs to share their answers with the class. 2 READING Students read the first part of the website article and answer the questions. Answers 1 It means thoughtful, asking questions, and not just believing everything we read or hear immediately. 2 Because anybody can put anything on the Internet, just because it is there it doesn’t mean it is true. 3 It can show you the country the website originated from, and whether it is a government agency, a charity or non-profit organisation, an academic institution, or a commercial organisation or a company. |
Gateway Humanities Student’s Book, Unit 5, pp. 62-63 Life skills video unit 5: Evaluating web sources and Life skills video worksheet Unit 5 (Teacher’s Resource Centre)
Presentation kit
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Middle 25 min |
3 In pairs, students look for three websites about the subject ‘global warming’. Have them note down the websites they find with a view to discussing them with the rest of the class. In class, you could ask students how they went about finding their websites. Write some of the website addresses on the board and analyse their appropriacy with the class by looking at the different elements of the websites. Ask students to say what they know about each one. Discuss whether they think they will be good sources for an assignment on global warming, giving their reasons. 4 READING Ask students to read the second part of the text and say whether the statements are true or false. Have fast finishers correct the false sentences. Answers 1 T 2 F (you should check the information using a different source) 3 T 4 T 5 T 6 F (you should always look for the contact details for the website creator) 5 In pairs, students look back at one of the websites they found in exercise 3 and use the questions in the text to evaluate their websites. Have pairs feedback to the class about what they found. 6 SPEAKING Tell students they are going to watch or listen to a video of two students talking about how to use web sources. With a partner, ask students to predict what they are going to say about each of the subjects. 7a LISTENING 28 Play the video or track. Ask students to put the things in exercise 6 in the order they are mentioned. See p150 for the audioscript/videoscript for this exercise. Answers 1b2a3d4c 7b LISTENING 28 Give students time to read through the questions first before playing the video or track again. Suggested answers 1 an encyclopaedia that is written by experts 2 as an example to show that copying it doesn’t mean you understand it 3 It is plagiarism and it’s stealing unless you write whose words they are. 4 Teachers can detect plagiarism by the ideas, the writing style and they also use special online services to see where the material comes from. |
Gateway Humanities Student’s Book, Unit 5, pp. 62-63 Life skills video unit 5: Evaluating web sources and Life skills video worksheet Unit 5 (Teacher’s Resource Centre)
Presentation kit |
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End 5 minutes |
Homework: Assign students the LIFE TASK in their Student’s Book.
Tell students they are going to consider what they have studied in the lesson and look at one of their current assignments. If they don’t have an assignment that requires research, ask them to choose one from the list. ■ Step 1 Put students in groups with others who have the same assignment. ■ Step 2 Have each person in the group find one website with relevant information for the assignment and apply the questions in the text to find out how good, useful and reliable it is. ■ Step 3 Students compare what they have found with the rest of their group. ■ Step 4 Ask students to identify their good web sources and prepare a text with five interesting pieces of information about their topic. Tell students to write the information in their own words and include a note of their sources. ■ Step 5 Students present their information to the class. |
Gateway Humanities Student’s Book, Unit 5, pp. 62-63 Life skills video unit 5: Evaluating web sources and Life skills video worksheet Unit 5 (Teacher’s Resource Centre)
Presentation kit |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Put students into pairs. One student in each pair leaves the room or turns away from the video screen and wears headphones, while the other watches the video screen and/or listens to the audio. Play the first half of the video/audio. The first student describes what they can hear to their partner. Then they swap places to watch/listen to the second half of the video. |
Assessment – how are you planning to check students’ learning? -Feedback -Peer review - Positive reinforcement |
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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? |
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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 5. Developing speaking: A presentation. Lesson 55
Unit of a long-term plan: Stress and fear |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing speaking: A presentation |
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Learning objective(as) |
10.1.6 - organize and present information clearly
to others; 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - listen to somebody giving a presentation on homeschooling and take notes on the speaker’s attitude Most learners will be able to: - discuss the advantages and disadvantages of homeschooling and make notes of their ideas Some learners will be able to: - learn the stages of giving a presentation and prepare a presentation following the stages |
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Assessment criteria |
- prepare and give a presentation using expressions in the Speaking bank and presenting information clearly
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Values links |
Respecting each other and valuing education |
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Cross-curricular |
Lifelong Learning |
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Previous learning |
School life; Education |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could ask students to prepare exercise 1 by doing some research on home schooling before the class. Students can then make notes to compare in pairs. WARMER Write two
more half sentences on the board for students to continue in
pairs: When students have finished, elicit some conditional chains from different pairs around the class. 1 SPEAKING In pairs, students think of the advantages and disadvantages of homeschooling and make notes of their ideas. 2 LISTENING 30 Play the track for students to listen to somebody giving a presentation on homeschooling and answer whether she thinks it’s a good or bad idea. Ask the students if any of their ideas were included in the presentation. See pp150–151 for the audioscript for this exercise. Answer a bad idea |
Gateway Humanities Unit 5, p. 66 Presentation Kit |
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Middle 25 min |
2 LISTENING 30 Ask students to listen again and tick the expressions they hear in the Speaking bank. Give them time to read through the expressions first.
Answers
I’m going to talk about ...
4 SPEAKING In pairs, students put the stages of giving a presentation in the correct order. Play the track again if necessary.
Answers 1d2e3b4g5f6a7c
EXAM SUCCESS Ask students to read through the Exam success box and think about advice for giving a presentation. Then ask students to turn to page 145 to compare their answers.
PRACTICE MAKES PERFECT 5a Ask students to choose one of the topics and prepare a presentation using the advice in exercise 4. For less confident students, you could brainstorm three or four ideas for each topic to get them started. 5b SPEAKING Students give their presentations to the class. |
Gateway Humanities Unit 5, p. 66 Presentation Kit |
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End 5 minutes |
Encourage students to provide constructive feedback to each other.
Homework: Assign students page 45 in their Workbook. |
Gateway Humanities Unit 5, p. 66 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS You can assign fast finishers Everyday English worksheet and/or reflect on their development of public speaking skills. |
Assessment – how are you planning to check students’ learning? -Feedback -Peer review - Positive reinforcement |
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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? |
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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 5. Developing writing: A formal letter of application. Lesson 56
Unit of a long-term plan: Stress and fear |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing writing: A formal letter of application |
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Learning objective(as) |
10.3.5 - interact with peers to make hypotheses 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; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - read the information about a scholarship at a college and underline the main information Most learners will be able to: - evaluate the letter of the application for the scholarship Some learners will be able to: - follow the task and write the formal letter of application for a scholarship |
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Assessment criteria |
- write a formal letter of application for a scholarship paying attention to the task and following the model letter
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Values links |
Respecting each other |
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Cross-curricular |
Further study; Lifelong Learning |
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Previous learning |
Formal writing |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could ask students to do the writing task in exercise 4a at home and check their letters at the start of the lesson. It’s important to provide less confident students with the model answer in advance, so make sure students have the opportunity to compare their answers with the model answer in class. WARMER Write the word Scholarship on the board and elicit the meaning (‘an amount of money that an organisation gives to someone so that they can study at a particular school or university’). Point out to students that we usually use the verb award with scholarship – Sophie was awarded a scholarship to attend Edinburgh University. In pairs, students make as many words as they can from the letters in scholarship. Set a time limit of two minutes. The pair with the most words wins.
1 READING Students read the information about a scholarship at a college. Ask them to underline the qualities an ideal candidate should have. Elicit from students if they think that they would be good candidates for the scholarship. Ask them to say why or why not. Answers a special interest in British history, would like to study in England, must have good grades, be active in extracurricular activities such as sports and debating, have an interest in travel
2 READING Students read the letter of application for the scholarship. Ask students if they think the person is a good candidate for the scholarship and tell them to make a list of reasons saying why or why not.
Answers
He is a good candidate because:
TEACHER DEVELOPMENT: STUDENT TRAINING Letter of application Writing a letter of application is a popular task in many exams. A letter of application is formal and this affects students’ choice of grammar and vocabulary. Learning the phrases from the Writing bank by heart will help students score higher marks in an exam. Letters of application are usually short and simple; remind them it is not a CV. Students can write three or four paragraphs with three or four sentences per paragraph. The most common format includes an introduction, a body and a concluding paragraph. The introduction is the most important part of the letter. It should provide an explanation to support their application. The body of the letter should provide more details (experiences and accomplishments) to support the statement made in the introductory paragraph. In the conclusion, students should give a brief summary and say they are looking forward to a response.
3 Students look again at the letter in exercise 2 and complete the information in the Writing bank.
Answers
a Sir b Madam c faithfully d contractions
PRACTICE MAKES PERFECT 4a Students read the task carefully and write their letter. For a less confident class, photocopy or read out the model letter below. Refer students to the Writing bank on page 150.
Model letter
Dear Sir or Madam,
TEACHER DEVELOPMENT: STUDENT TRAINING Paying attention to the task Effective exam writing involves identifying essential clues provided in the task: ■ Who is writing: the student is asked to assume a role (applicant for a scholarship) ■ Who you are writing to (Combined English Scholarship administrators) ■ The purpose of writing the text (e.g. applying for a scholarship, showing yourself to be an ideal candidate) ■ The format (letter of application) and number of words required (150–180 words) This information guides the students’ choice of style, content and tone. Encourage students to underline the key words in the task. In exams, points are awarded for appropriate response to the task.
4b Students exchange their letters with a partner. Tell them to prepare five questions to ask each other in an interview to get the scholarship. Draw students’ attention to the example statement and question.
|
Gateway Humanities Student’s Book, Unit 5, p. 67 Presentation Kit |
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Middle 25 min |
4c SPEAKING Students role-play their interviews and decide if they would give their partner the scholarship or not.
EXAM SUCCESS Ask students who they are writing to, what style they should use and why it is important to know this information in an exam. Tell students to go to page 145 to compare their ideas. |
Gateway Humanities Student’s Book, Unit 5, p. 67 Presentation Kit |
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End 5 minutes |
Homework: Assign students page 46 in their Workbook. |
Gateway Humanities Student’s Book, Unit 5, p. 67 Workbook |
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Additional information |
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|||
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Students write a reply to the interviewee in exercise 4c to say if their application has been successful or not and explain why. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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 5. Grammar in context: Zero, first and second conditionals/Summative assessment on module 5. Lesson 57
Unit of a long-term plan: Stress and fear |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Grammar: zero, first, and second conditionals |
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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; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - distinguish between zero conditionals, first conditionals and second conditionals Most learners will be able to: - identify which tense rule applies to zero conditionals, first conditionals and second conditionals Some learners will be able to: - Write questions to ask their partner beginning What will you do if…? and three questions beginning What would you do if…? |
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Assessment criteria |
- To use zero conditionals, first conditionals and second conditionals - Ask and answer questions beginning What will you do if…? and three questions beginning What would you do if…? |
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Values links |
Respecting each other |
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Cross-curricular |
Lifelong Learning; Further study |
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Previous learning |
Conditionals |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings, organisational moment, and warmer. Teacher introduces a new topic, learning objectives, and assessment criteria. Checking homework.
FAST TRACK Test before you teach: Flipped classroom Set the Flipped classroom video and tasks for homework before the lesson. This will allow you to assess the needs of the students before the class. Students can then move on to the relevant grammar practice activities. 1a Students look at the sentences and say which are zero conditionals, first conditionals and second conditionals. Answers 1 second conditional 2 first conditional 3 second conditional 4 zero conditional 1b Students write which tense each rule applies to: zero conditional, first conditional, second conditional Answers 1S2F3Z4F5Z6S7A8S 2 Students put the verbs given in the correct form to make zero or first conditional sentences. Answers |
Gateway Humanities Student’s Book, Unit 5, grammar in context: using zero, first and second conditionals, pages 64-65 Presentation Kit Flipped classroom video and worksheet Unit 5: Zero, first and second conditionals (Teacher’s Resource Centre)
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Middle 25 min |
3 Students complete the dialogues with the verbs in the second conditional. Answers a would(you) do b were c would spend 4 did e would get f didn’t go g would have
4 Students complete the text with the verbs in the correct form of the zero, first or second conditional. Answers a don’t like b limits c were d would play e don’t have f are g weren’t/wasn’t h would think i were j wouldn’t cost k show L pay m visit n ‘ll be able to o have p ‘ll talk
5a Students complete the sentences with their own ideas. 5b In pairs, students compare their sentences from exercise 5a and choose the three best ones. Elicit answers from students around the class and vote which are the most imaginative answers. 6a Students write questions to ask their partner. Tell them they must write a minimum of three questions beginning What will you do if …? And three questions beginning What would you do if …? Draw students’ attention to the example questions |
Gateway Humanities Student’s Book, Unit 5, grammar in context: using zero, first and second conditionals, pages 64-65 Presentation Kit
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End 5 minutes |
6b SPEAKING In small groups, students interview different students with their questions. Students choose the best answer and report them back to the class.
Homework: Assign students page 44 in their Workbook.
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Gateway Humanities Student’s Book, Unit 5, grammar in context: using zero, first and second conditionals, pages 64-65 Presentation Kit Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? +Extra activity/Fast finishers
Ask students to tell their partner what they
would do if they won a TV talent show. Students could write Refer students to the Grammar reference on page 68 if necessary. |
Assessment – how are you planning to check students’ learning?
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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? |
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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 5. Culture: University Life. Lesson 58
Unit of a long-term plan: Stress and fear |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Culture: University Life. |
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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; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - read the text and understand the specific information Most learners will be able to: - interview each other and do a class survey on who would like to go to university or not Some learners will be able to: - prepare and deliver a presentation on two universities that interest them (in their home country and abroad) |
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Assessment criteria |
- talk about and discuss university life in other cultures and make connections with their own culture using words and expressions from the Vocabulary focus and justifying their opinion
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Values links |
Respecting each other and different cultures |
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Cross-curricular |
Lifelong Learning; Further Study |
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Previous learning |
Further study; University life |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework.
WARMER You may want to pre-teach some words and expressions from the Vocabulary focus. VOCABULARY FOCUS
admissions [n]: the number of people who enter a place
or institution
compulsory [adj]: something that must be done because it
is the rule or law
first-rate [adj]: of the highest quality
1 In pairs, students discuss the information and answer the questions. Allow time for ideas to be shared with the rest of the class. Find out how many students attend university in your country, and whether higher education is free or not, to give students this information.
Suggested Answers 1 about 131 million 2 There may not be enough places for students to study in their own countries with student numbers increasing, which means they may have to go to universities in other countries. |
Gateway Humanities Teacher’s Resource Centre Worksheets, Unit 5, Culture |
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Middle 25 min |
2a Ask students to read the information quickly and find the answer. Answer Both Vinh and Lucas are currently studying in another country.
2b Students read the information again and choose the best alternative to complete the sentences. When students have finished, elicit the answers as a class. Answers 1a 2b 3b 4a 5a 6a
2c Students read the information again and write Kate, Vinh or Lucas. Check answers as a class. Answers |
Gateway Humanities Teacher’s Resource Centre Worksheets, Unit 5, Culture |
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End 5 minutes |
Gateway to culture 3a Put students into pairs to discuss the questions. Then elicit their ideas as a class. Homework: Assign students the PROJECT in their Culture worksheets.
PROJECT 3b Explain to students that they are going to work individually to prepare a presentation on two universities that interest them – one in their country and one overseas. Try to ensure a good mix of universities between students. For Step 1, students research information on their two chosen universities for the points listed. For Step 2, students decide how they would like to present their information. They could prepare a video message or a PowerPoint presentation, for example. 3c Once they have gathered the necessary information, allow some time for class preparation and invite individual students to each come and present their universities to the class. Encourage other students to ask the presenters questions. After, discuss the different universities and their entry requirements. |
Gateway Humanities Teacher’s Resource Centre Worksheets, Unit 5, Culture |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Ask fast finishers to interview each other their dream universities and what they need to receive the admission offer (admission requirements, deadlines, etc.) |
Assessment – how are you planning to check students’ learning? -Feedback -Peer review - Positive reinforcement |
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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? |
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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 6. Imagination and creativity.
Module 6. Inspiration. The power of music by David Crystal. Lesson 59
Unit of a long-term plan: Imagination and creativity |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Inspiration. The power of music by David Crystal |
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Learning objective(as) |
10.1.9 - use imagination to express thoughts,
ideas, experiences and feelings; 10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - read the text and summarise the main information Most learners will be able to: - interview each other Some learners will be able to: - evaluate the text and discuss the most interesting facts from the text |
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Assessment criteria |
- discuss imagination, creativity, and power of music using relevant vocabulary and justifying their answers
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Values links |
Respecting each other |
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Cross-curricular |
Arts; Music |
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Previous learning |
Culture; Arts |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. 1 • Refer STs to the pictures and encourage them to speculate what they think the story is about and if they can remember any nursery rhymes in their languages. • Give STs time to think about their answers to the questions before you invite them to discuss their ideas in open class. You may want to pre-teach some words from the Glossary Glossary womb /wuːm/ (n) the part of woman's or female animal's body where a baby grows before it is born ascend /əˈsend/ (v). to move up through the air |
Gateway Companion Humanities, Unit 6, pp.20-21 |
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Middle 25 min |
2 • STs read the text and choose which sentence is the best summary. 3 • Divide STs into groups and ask them to discuss the facts in the text which they think are the most interesting. Compare their ideas with a class. • STs work in pairs and ask each other questions. |
Gateway Companion Humanities, Unit 6, pp.20-21 |
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End 5 minutes |
Homework: Assign students pages 22-23, the KZ Culture spot, in their Gateway Companion Humanities books. |
Culture spot: Kazakhstan painters. Abylkhan
Kasteev. Gateway Companion Humanities, pages 22-23 |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Ask fast finishers to discuss what they understand by being creative. Encourage students to expand, explain, and exemplify their answers. |
Assessment – how are you planning to check students’ learning? -Oral feedback -Peer review - Positive reinforcement |
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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? |
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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 6. Vocabulary: everyday inventions, operating technology. Lesson 60
Unit of a long-term plan: Imagination and creativity |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Vocabulary: everyday inventions, operating technology. |
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Learning objective(as) |
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 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - listen to three dialogues about an everyday invention and identify which invention they are talking about Most learners will be able to: - write basic instructions for how to operate items Some learners will be able to: - talk about everyday inventions and how to operate technology |
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Assessment criteria |
- name everyday inventions and how to use them using relevant vocabulary and justifying their answers
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Values links |
Respecting each other |
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Cross-curricular |
Technology; IT; Physics |
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Previous learning |
Technology |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students could do exercise 4 at home using the Macmillan Online Dictionary, and check their answers in exercise 5 in class. WARMER Everyday inventions 1a SPEAKING In pairs, students talk about the photos using as many of the words in the box as they can. Draw their attention to the example dialogue. 1b Ask students to check that they know the meanings of the words. Allow them to use a dictionary.
2 SPEAKING Ask students to work with a partner and take it in turns to say what they can do with the items in exercise 1a, for their partner to guess. Draw their attention to the example dialogue. |
Gateway Humanities Unit 6, p. 70 Presentation Kit |
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Middle 25 min |
3 SPEAKING Students work with a partner to ask and answer the questions. Read out the examples with a confident student first. Elicit answers from the class.
Operating technology 4 Ask students to match the words to the pictures.
Answers 5 LISTENING 31 Ask students to listen and check their answers. Play the track again for students to listen and repeat. Remind students of the pronunciation of charge and the correct stress on insert. See p151 for the audioscript for this exercise.
TEACHER DEVELOPMENT: CLASSROOM TIPS AND PLANNING Kinaesthetic learners You can adjust your teaching style to appeal to kinaesthetic learners when introducing the vocabulary in exercises 1 and 4, by teaching students a simple gesture or movement to go with each action. Do the action as you repeat each word and encourage students to do the same. Associating a relevant action with the word will help reinforce the meaning.
6 LISTENING 31 Students listen to three dialogues about an everyday invention. Ask students to identify which invention they are talking about. See p151 for the audioscript for this exercise.
Answers 2 mobile phone 3 dishwasher
TEACHER DEVELOPMENT: LANGUAGE Giving instructions Instructions are usually written using the imperative form of the verb. The imperative is formed by using the verb without to or any noun or pronoun in front of it, e.g. Switch on your mobile phone.
Sequence is important in giving instructions.
Elicit some common sequencing expressions (first, second, then, next,
finally,
etc.).
7a SPEAKING In pairs, ask students to write basic instructions for how to operate the items. Encourage them to use as many words from exercise 4 as possible. Suggested answers 1 Firstly, press power to switch it on. Then press open. Wait for the tray to come out. Put the CD in the tray. Press close. Wait for the tray to go in. Press play. 2 First of all, press the button to open the microwave door. Then, put the food in the microwave. Close the door. Select a programme (for example: full power) and the time and press start. Lastly, take the food out of the microwave. 3 Plug in the lead to charge the mobile phone. Turn the mobile on. Select `camera’. Take a photo. Connect the mobile phone to the computer and download the photo. |
Gateway Humanities Unit 6, p. 70 Presentation Kit |
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End 5 minutes |
7b Ask a student from each pair to read out a set of instructions to the class. The rest of the class has to guess which invention they’re talking about. Homework: Assign students page 48 in their Workbook. |
Gateway Humanities Unit 6, p. 70 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/EXTRA ACTIVITY Students could think of an everyday invention that they would like to have. You could help stimulate ideas by asking them questions: What invention would save you a lot of time at home? What are some of the problems with inventions that already exist? Could everyday objects be more environmentally friendly? Ask them to draw a diagram of the parts and instructions on how to use it. Students could present their inventions to their partner at the start of the next class. |
Assessment – how are you planning to check students’ learning? -Feedback -Peer review - Positive reinforcement |
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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? |
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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 6. Reading: first laugh, then think! Lesson 61
Unit of a long-term plan: Imagination and creativity |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Reading: first laugh, then think! |
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Learning objective(as) |
10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;
10.4.8 - use a wide range of familiar and
unfamiliar paper and digital reference resources to check meaning
and extend understanding; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - predict text content by discussing the photos Most learners will be able to: - skim and scan text to find specific information Some learners will be able to: - critically analyse the useful and serious side of inventions |
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Assessment criteria |
- Discuss the useful and serious side of inventions using relevant vocabulary and justifying their answers
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Values links |
Respecting each other |
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Cross-curricular |
IT; Technology |
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Previous learning |
Inventions |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Ask students to do the matching activity in exercise 3 at home and then check their answers in pairs at the beginning of the next lesson WARMER 1 In pairs, students predict the answers to the questions. Refer students to the photos to help them understand the topic. Ask students what they think the answers are, but do not confirm them yet.
2 READING Students read the text and check their answers. Answers 1 You stop talking. 2 If you wash your hair with hot water from copper pipes. 3 Smaller because we begin with small numbers to the left. 4 Cows with names because they feel more relaxed |
Gateway Humanities Student’s Book, Unit 6, p 71 Presentation kit |
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Middle 25 min |
EXAM SUCCESS Students discuss what strategies they use to help them in matching activities. Elicit answers and tell students to go to page 145 to compare their ideas.
TEACHER DEVELOPMENT: STUDENT TRAINING. Matching activities
In this task, students are asked to match the
meaning of a whole paragraph to specific pieces of information from
the text. The first step is to read the specific pieces of
information carefully and underline key words. Next, students
should read the text to identify key words that help them connect
the paragraphs to the specific pieces of information from the text.
Students may find it useful to underline key words and ideas in
each paragraph as they are reading. Remind students that the topic
sentence of a paragraph is usually the first sentence or near the
beginning of the paragraph.
3 Students read the text again and match paragraphs A–F to the correct information. Answers 1A 2D 3B 4C 5F 6A 7D 8E TEACHER DEVELOPMENT: STUDENT TRAINING Predicting text content
Discuss why the idea of predicting is important.
Prediction helps readers use critical thinking skills and
problem-solving. By actively predicting while reading, readers
reflect and evaluate the text, thereby extracting deeper meaning.
Elicit how in everyday life we constantly make predictions and use
our background knowledge
4 CRITICAL THINKING Ask students to think of their own response to the question then compare their ideas with the rest of the class.
5 Students look at the underlined words in the text and guess their meaning. They then check their ideas in a dictionary.
Answers research =
a study to find out new facts |
Gateway Humanities Student’s Book, Unit 6, p 71 Presentation kit |
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End 5 minutes |
6 SPEAKING What about you? In pairs or small groups, students discuss the question.
Homework: Assign students page 49 in their Workbook. |
Gateway Humanities Student’s Book, Unit 6, p 71 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Students write one or more comprehension questions on the text to test other students. +EXTRA ACTIVITY Students choose other words from the text and look up their definitions. They could test each other by reading out the definitions for their partner to find the word in the text. +EXTRA ACTIVITY/HOMEWORK Students write a 60-second acceptance speech for one of the four prizes for scientific research. They describe their experiment and their investigation. They could read it out to each other in small groups. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 6. Grammar in context: the passive. Lesson 62
Unit of a long-term plan: Imagination and creativity |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Grammar in context: the passive. |
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Learning objective(as) |
10.3.2 - ask and respond to complex questions to
get information about a wide range of general and curricular
topics; 10.6.9 - 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 |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - differentiate between sentences in the passive and active voice Most learners will be able to: - change the sentences from active to passive Some learners will be able to: - Interview each other and conduct a quiz using the passive voice, their ideas, and words in the table |
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Assessment criteria |
- Use the passive voice in speaking and writing
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Values links |
Respecting each other |
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Cross-curricular |
Physics; STEM |
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Previous learning |
Inventions |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students could do exercise 1b before the class. Test before you teach Write these sentences on the board and ask students to fill each gap with a suitable word. Cars invented in 1885. Air conditioning invented in 1902. Lots of everyday inventions are researched. If students are confident with the basic form you could quickly move through the initial exercises, eliciting answers from students in open class. Answers were, was, being
1a Students look at the sentences and decide which sentence is not in the passive. Answer Sentence 3 (past simple, active) 1b Students choose the correct alternative to make the rules.
Answers 1 action 2 isn’t 3 don’t always know
1c Students look at the sentences in exercise 1a again and answer the questions.
Answers 1 present simple, past simple, future (will ), present continuous, present perfect 2 the verb to be 3 by |
Gateway Humanities Student’s Book, Unit 6, pp. 72-73 Presentation Kit |
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Middle 25 min |
2a PRONUNCIATION Students look at the sentences and decide which words are stressed in each sentence. Elicit the words and ask students to explain why they are stressed.
Answers 2 The new phones are sold here.
3 Ten prizes were given. 2b 33 Students listen to check their answers. Elicit what happens to the verbs to be. See p151 for the audioscript for this exercise. Answers The verb to be is not stressed, the words can’t be heard clearly. 2c 33 Play the track again for students to listen and repeat the sentences. Tell them to pay attention to the stress in each sentence.
3 Students add one word to each sentence to make a correct passive sentence and then decide which tense it is.
Answers 2 have (present perfect) 3 will (future will) 4 were (past simple)
5 are (present simple)
4 Students change the sentences from active to passive. Answers 1 Dynamite was invented by Alfred Nobel in 1867. 2 The first Nobel prizes were given in 1901. 3 The first electric-powered washing machine was produced by the Hurley Machine Company of Chicago in 1908. 4 This invention has been used since 1908. 5 This invention is being used right now. 6 Perhaps electricity won’t be used in the future. 7 The first photo was taken by Joseph Niépce in 1826. 8 A lot of photos are taken on holidays.
TEACHER DEVELOPMENT: LANGUAGE by + agent In sentences 2, 4, 5, 6 and 8 in exercise 4 we can leave out the agent, e.g. by people. Many English passive sentences do not contain by + agent after the verb. Encourage students to omit the agent wherever possible. In many cases, by + agent sounds wrong and adds no extra information to the sentence, e.g. This invention has been used since 1908. (The agent is completely unnecessary.)
5 Students complete the sentences with the passive or active form and the correct tense of the verbs given. Answers
1 are built 2 gave 3 have been won
6 Students complete the text with the correct passive or active form of the verbs given.
Answers d were invented e made f was introduced g have been sold h designed i was inspired j will be
7a SPEAKING Students discuss the questions with a partner and see if they know the answers.
Answers
7b In pairs, students prepare questions for a quiz using the words in the table and their own ideas. |
Gateway Humanities Student’s Book, Unit 6, pp. 72-73 Presentation Kit |
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End 5 minutes |
7c Students take it in turns to ask and answer the questions with another pair of students.
Homework: Assign students page 50 in their Workbook. |
Gateway Humanities Student’s Book, Unit 6, pp. 72-73 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Practise the stress-timed nature of English by writing these numbers on the board. Clap out a rhythm and ask students to say the numbers to the beat. Add another word in and then practise saying it to the same rhythm. Add more words in, but keep the same beat. Students will clearly see how the function words are said more quickly to keep the rhythm.
123 4 +EXTRA ACTIVITY Students mark the stressed words in the sentences in exercise 3 and practise saying them correctly. +EXTRA ACTIVITY Students could prepare more questions for homework to ask each other at the beginning of the next lesson. Refer students to the Grammar reference on page 80 if necessary. |
Assessment – how are you planning to check students’ learning? -Oral feedback -Peer review - Positive reinforcement |
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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 6. Developing vocabulary/Listening. Lesson 63a
Unit of a long-term plan: Imagination and creativity |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing vocabulary/Listening |
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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; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
|||
Lesson objectives |
All learners will be able to: - decide what prepositions to use after adjectives Most learners will be able to: - match the adjectives with the prepositions they usually go with and check they understand the meaning. Some learners will be able to: - ask and answer the questions and follow the example dialogue |
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Assessment criteria |
- Talk about yourself using adjectives and prepositional phrases
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Values links |
Respecting each other |
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Cross-curricular |
IT; Technology |
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Previous learning |
Adjectives and prepositional phrases |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new 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 answers in class before doing the rest of the exercises Prepositional phrases with adjectives 1 Students decide what preposition we use after each adjective in this exercise. Tell students to find the adjectives and prepositions in the text on page 71 and check their answers.
aware of, interested in, ready for TEACHER DEVELOPMENT: LANGUAGE Using prepositions
A preposition links nouns, pronouns and phrases
to other words in a sentence. The word or phrase that |
Gateway Humanities Student’s Book, Unit Presentation kit |
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Middle 25 min |
2 Students match the adjectives with the prepositions they usually go with and check they understand the meaning.
Answers 3 Students complete the sentences with the correct prepositions.
Answers 4 SPEAKING Students take it in turns to ask and answer the complete questions from exercise 3. Focus students’ attention on the example dialogue. Elicit from students if their answers were the same or different and why. |
Gateway Humanities Student’s Book, Unit Presentation kit |
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End 5 minutes |
Homework: Assign students page 51 in their Workbook. |
Gateway Humanities Student’s Book, Unit Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY You can assign fast finishers the Grammar communication activity and/or Everyday English worksheet Unit 6 (Teacher’s Resource Centre). |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 6. Developing vocabulary/Listening. Lesson 63b
Unit of a long-term plan: Imagination and creativity |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing vocabulary/Listening |
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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; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - discuss what they think a smart home is and what technology it could have Most learners will be able to: - learn how to do multiple-choice listening activities Some learners will be able to: - ask and answer the questions |
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Assessment criteria |
- discuss the concept of a smart home using relevant vocabulary and justifying their answers
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Values links |
Respecting each other |
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Cross-curricular |
STEM |
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Previous learning |
Technology |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. WARMER Draw students’ attention to the photo and ask what they think is special about this home. Elicit ideas from students.
1 SPEAKING In pairs, students discuss what they think a smart home is and what technology it could have. |
Gateway Humanities Student’s Book, Unit 6, p. 76 Presentation kit |
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Middle 25 min |
2 LISTENING 35 Play the track. Ask students if any of their ideas from exercise 1 were mentioned. See p152 for the audioscript for this exercise.
EXAM SUCCESS Tell students that they are going to do a multiple-choice activity. Ask them to think of the answers to the questions in the Exam success box, and then turn to page 145 to check their ideas.
TEACHER DEVELOPMENT: STUDENT TRAINING Multiple-choice listening Students should always read the options before the first listening. In exams, students usually get time to read the questions at the start of each section so they know in advance all the questions they are going to hear. Then time is allowed again at the end of the section to check their answers. When students read the questions at the beginning they can usually predict some of the types of answer that they will hear. A good strategy, at this point, is to try and guess the correct answer before listening and eliminate options that are clearly wrong. If you want to make this into a fun activity, you could ask students to bet on which answers they think are going to be correct before they listen for a second time. An important tip is to answer all the questions as they hear them, not wait until later. Students cannot remember six answers in a row. Remind them to guess when there is no penalty for guessing. If you are answering a multiple-choice question with three options, you will still have a 33% chance of being correct!
3 LISTENING 35 Give students time to read through the options before playing the track again. Nominate students to give their answers.
Answers 1c 2b 3c 4a 5c 6c |
Gateway Humanities Student’s Book, Unit 6, p. 76 Presentation kit |
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End 5 minutes |
4 SPEAKING What about you? Ask students to ask and answer the questions in pairs.
Homework: Assign students page 51 in their Workbook. |
Gateway Humanities Student’s Book, Unit 6, p. 76 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS You can assign fast finishers the Grammar communication activity and/or Everyday English worksheet Unit 6 (Teacher’s Resource Centre). |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 6. Life skills: autonomy and enterprise: Brainstorming (How to find inspiration, multiple intelligence). Lesson 64
Unit of a long-term plan: Imagination and creativity |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Life skills: autonomy and enterprise:
Brainstorming |
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Learning objective(as) |
10.1.9 - use imagination to express thoughts,
ideas, experiences and feelings; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - listen to a video about a group of students brainstorming a topic and answer the questions Most learners will be able to: - read the text about creative thinking and decide if statements are true or false Some learners will be able to: - discuss situations in their lives where brainstorming would help them and present their ideas to the class |
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Assessment criteria |
- discuss how to generate new ideas through brainstorming and creative thinking using relevant vocabulary from the Vocabulary focus and justifying their answers
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Values links |
Respecting each other |
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Cross-curricular |
STEM |
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Previous learning |
Inventions; Creativity |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Ask students to complete the reading task in exercise 2 as homework, and check their answers in class. WARMER Give students time to read over the Life skills objectives and Key concepts before starting the lesson. 1a In small groups, students do the creative thinking activity. Suggested answers A brick: to keep a door open, to hold books in place on a shelf, to stop papers blowing away A coffee mug: for holding pencils and pens, as a vase, for storing safety pins
1b Write the students’ ideas up on the board – the team with the most ideas for each activity is the winner. |
Gateway Humanities Student’s Book, Unit 6, pp. 74-75 Life skills video Unit 6: Brainstorming and Life skills video Unit 6: Brainstorming worksheet (Teacher’s Resource Centre) Presentation kit |
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Middle 25 min |
2 READING Students read the text about a creative thinking technique and then put the sentences in the correct place. Answers 1 C 2 A 3 D 4 B
3 Ask students to look at the statements and decide if they are true or false. Fast finishers can correct the false sentences.
Answers 1 F (during the brainstorming session people should not make either positive or negative comments) 2 F (In a brainstorming session you want lots of ideas.) 3T 4 F (The ideas can seem mad, humorous, stupid or unimportant.)
4 READING Ask students to read the second part of the article and answer the questions. Answers 1 The secretary makes notes of all the ideas. 2 They should not laugh at anybody or criticise anybody for their ideas. 3 All the ideas are written down. 4 The group evaluates the ideas they have collected. 5 It is different because you decide which ideas are good and bad, reject some and develop others.
5a LISTENING 34 Students watch or listen to a video of group of students brainstorming a topic and answer the questions. See pp151–152 for the audioscript/videoscript for this exercise. Answers 1 prizes for an award ceremony, what/who should the prizes be for, what the prizes could be, how should the ceremony be 2 yes 5b In pairs, students discuss their answers and justify their answer to question 2 in exercise 5a. Draw their attention to the example sentence. Then ask students what they have decided. Suggested answers They listened to everybody. They didn’t criticise. They wrote everything down. They developed their ideas at the end. 6a LISTENING 34 Put students in groups of three and give them time to read the task and decide whether they are A, B or C. Play the video or track again and give students time to write their notes. 6b Students compare their notes in their group. Then elicit answers in open class. Suggested answers
Student A: a prize for each subject, one overall prize Student
B: like an Oscar,
book or e-reader, money, MP3 player |
Gateway Humanities Student’s Book, Unit 6, pp. 74-75 Life skills video Unit 6: Brainstorming and Life skills video Unit 6: Brainstorming worksheet (Teacher’s Resource Centre) Presentation kit |
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End 5 minutes |
Homework: Assign students the LIFE TASK in their Student’s Book.
Tell students they are going to work in groups and brainstorm ideas for a prize ceremony at school. ■ Step 1 In small groups, students look at the ideas from the video and then brainstorm more ideas for a ceremony. Ask each group to choose someone to act as a leader or secretary. Remind them to accept all ideas at this stage. ■ Step 2 Ask groups to analyse their ideas and decide which ones could work and be developed. Encourage students to give reasoning for their decisions. ■ Step 3 Students present their ideas to the class. They can do this orally or with a visual presentation. |
Gateway Humanities Student’s Book, Unit 6, Gateway to Life Skills, Life task Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Ask students to work in pairs and think of situations in their lives where brainstorming would help them (e.g. preparing an essay, planning a holiday, thinking of ways to save money). +EXTRA ACTIVITY Ask students to imagine they are Olivia (the leader) in the video and write a text message from her to each of the other members of the group, following up from what they discussed in the meeting. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 6. Developing speaking: comparing and contrasting photos. Lesson 65
Unit of a long-term plan: Imagination and creativity |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing speaking: comparing and contrasting photos |
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Learning objective(as) |
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; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - listen to a description of photographs and take notes with specific information Most learners will be able to: - look at the photos and make list of similarities and differences between them Some learners will be able to: - compare and contrast images using expressions from the Speaking bank and/or following the model answer |
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Assessment criteria |
- compare and contrast photos using expressions from the Speaking bank
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Values links |
Respecting each other |
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Cross-curricular |
Technology |
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Previous learning |
Adjectives; How to describe photographs |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
||
Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students could make notes about the photos in exercise 1 to compare in class. WARMER 1 SPEAKING In pairs, students look at the two photos and decide which style of lesson they would prefer. They should give one or two reasons for why they made their choice. Elicit answers from students. |
Gateway Humanities Student’s Book, Unit 6, p. 78 Presentation kit |
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Middle 25 min |
2 LISTENING 36 Play the track for students to listen to a student talking about the two photos and the lesson she prefers. Elicit students’ answers and opinions. See p152 for the audioscript for this exercise. Answer The second lesson because it’s more exciting to do things than listen.
3 LISTENING 36 Play the track again for students to complete the sentences.
Answers
4 Students complete the Speaking bank with the phrases from exercise 3.
Answers
Comparing: Both of the photos show, One other similarity
between the photos is that
PRACTICE MAKES PERFECT 5a SPEAKING In pars, students look at the photos and make a list of similarities and differences between them.
5b In different pairs, students look at the task and take it in turns to compare and contrast the images using expressions from the Speaking bank. For students who are less confident, photocopy the model answer below for extra support during the speaking task.
Model answer One thing that the photos have in common is that they show a group of young people using technology. Another similarity is that in both photos the teenagers look quite relaxed. In the second photo the people are all on their phones. However, in the first photo they are using a laptop. Another difference is that in the second photo they are each using their phones individually, and in the first photo they are working together as a group on the laptop. The teenagers in the first photo are all smiling, but the ones in the second photo are not. |
Gateway Humanities Student’s Book, Unit 6, p. 78 Presentation kit |
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End 5 minutes |
Encourage students to provide constructive feedback to each other.
Homework: Assign students page 53 in their Workbook. |
Gateway Humanities Student’s Book, Unit 6, p. 78 Workbook |
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Additional information |
|
|||
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY You can assign fast finishers the Everyday English worksheet Unit 6 (Teacher’s Resource Centre).
|
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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 6. Developing writing: A for-and-against essay. Lesson 66
Unit of a long-term plan:
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School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing writing: A for-and-against essay |
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Learning objective(as) |
10.3.5 - interact with peers to make hypotheses 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; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - read the essay and analyse its structure Most learners will be able to: - use the linkers to write a for-and-against essay Some learners will be able to: - plan their essay, organise ideas into paragraphs, and write a for-and-against essay following the model essay |
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Assessment criteria |
- write a for-and-against essay using linkers and expressions from the Writing bank.
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Values links |
Respecting each other |
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Cross-curricular |
Technology; IT |
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Previous learning |
Formal writing; Inventions |
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Plan |
|
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
||
Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could ask students to do exercise 3 at home and check their answers at the start of the lesson. Alternatively, you could set the writing task in exercise 5b as homework. WARMER 1 In pairs, students make a list of arguments for and against the statement. 2 READING Students read the essay to see if it contains any of their ideas from exercise 1. 3 Students read the essay again and write a title or short description of the content in each paragraph. Suggested answer Paragraph 1: Introduction – state the topic of the essay Paragraph 2: Arguments for/Advantages – justifications and reasons Paragraph 3: Arguments against/Disadvantages – justifications and reasons Paragraph 4: Conclusion – gives the writer’s opinion |
Gateway Humanities Student’s Book, Unit 6, p. 79 Presentation kit |
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Middle 25 min |
TEACHER DEVELOPMENT: STUDENT TRAINING A for-and-against essay
A for-and-against essay is a formal piece of
writing in which a topic is considered from opposing points of
view. Students should not use an informal style (e.g. short forms,
colloquial language, etc.) or strong language to express their
opinion. Point out to students that this type of essay presents
both sides in a fair way by discussing them objectively and in
equal detail.
4 Students look at the linkers and use them to complete the Writing bank. Answers a Secondly, b Furthermore, c What’s more d However e To sum up
PRACTICE MAKES PERFECT 5a Students look at the task and plan their essay in pairs. Remind them to organise their ideas into paragraphs. Refer students to the Writing bank on page 151.
5b Individually, students write their essays. Remind them to use linkers and expressions from the Writing bank. For students who are less confident, photocopy the model essay below for extra support during the writing task.
Model essay
When we talk about depending too much on
computers, it is important to realise that ‘too much’ can mean
different things for different people. if computers didn’t exist. Computers also give people enjoyment; they can be used for games, films and research and many other things. Using a computer can also be a social activity, though people may disagree with this. What would be ‘too much’ for some people would be normal for other people and it’s possible to be happy and healthy and use a computer a lot. However, some people become very dependent on computers. In the workplace when a computer breaks, sometimes people don’t know what to do. Using a computer to find information is also too easy; people can get lazy and not read books instead. In addition, some people spend too much time with virtual friends online and don’t know how to make friends in real life. To sum up,
there are advantages and disadvantages to using a computer a lot.
What ‘too much’ is can |
Gateway Humanities Student’s Book, Unit 6, p. 79 Presentation kit |
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End 5 minutes |
Homework: Assign students page 54 in their Workbook. |
Gateway Humanities Student’s Book, Unit 6, p. 79 Workbook |
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Additional information |
|
|||
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Students review their text (or their partner’s text) giving themselves a grade from 1–5 according to these criteria related to organisation of the text:
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Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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 6. Grammar in context: Have something done. Gerunds and infinitives/Summative assessment on Module 6. Lesson 67
Unit of a long-term plan:
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School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Grammar in context: Have something done. Gerunds and infinitives/Summative assessment on Module 6 |
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Learning objective(as) |
10.5.3 - write with grammatical accuracy on a
range of familiar general and curricular topics; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
|||
Lesson objectives |
All learners will be able to: - look at the sentences and decide who does the action - the subject at the start of the sentence or somebody/something else Most learners will be able to: - write the sentences using verbs in the box to say what the people in the pictures have done last week Some learners will be able to: - interview each other using questions in exercise 4 and ask follow up questions using get/have something done |
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Assessment criteria |
- describe having or getting something done and using gerunds and infinitives in speaking and writing
|
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Values links |
Respecting each other |
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Cross-curricular |
STEM |
|||
Previous learning |
Gerunds and infinitives |
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Plan |
|
|||
Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
||
Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students could do exercises 2 and 3 as homework. It is important to make sure they have understood correctly, so provide answers and feedback in the next lesson. Test before you teach: Flipped classroom Set the Flipped classroom video and tasks for homework before the lesson. This will allow you to assess the needs of the students before the class. Students can then move on to the relevant grammar practice activities. Have something done 1a Students look at the sentences and decide who does the action – the subject at the start of the sentence or somebody/something else. Answer In all three sentences, somebody/something else does the action.
Answers
2 past participle have is in past simple and in 3 get is in the future with
will
2 Students write sentences using the verbs in the box to say what the people in the pictures had done last week. Answers b He had his car fixed. c She had her eyes tested. d She had her bedroom painted. e f She had a dress made. He had a pizza delivered. |
Gateway Humanities Student’s Book, Unit 6, pp. 76-77 Flipped classroom video Unit 6: have something done and Flipped classroom video worksheet: have something done (Teacher’s Resource Centre) Presentation kit |
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Middle 25 min |
3 Student put the words in order to make questions
Answers
2 Can you fix your computer yourself?
4 Students rewrite the sentences using have something done in the correct tense. Remind students that if we know who did the action, we use the preposition by.
Answers 1 We’re having the kitchen painted on Saturday. 2 My sister is going to have her car serviced next week. 3 She has her mobile phone bills paid by her parents. 4 My friend had a swimming pool built in her/his garden last summer. 5 We had our computer fixed last week. 6 He had the operating system reinstalled on his computer. 7 I had my files rescued by a computer specialist.
5a SPEAKING Students ask their partner the questions in exercise 3. Remind students to ask follow-up questions to find out more information. Draw students’ attention to the question words. 5b Students choose three interesting things they found out about their partner and report them back to the class.
Gerunds and infinitives 6 Ask students to match the sentences (a–f) with the rules (1–6). They then choose the correct alternative in each rule. Answers 1 b(gerund) 2 f(infinitive) 3 a (gerund) 4 c(gerund) 5 e(infinitive) 6 d (gerund)
7 Students complete the sentences with the correct form of the verb given. Answers 1 cycling 2 learning 3 reading 4 playing 5 to learn 6 to get |
Gateway Humanities Student’s Book, Unit 6, pp. 76-77 Flipped classroom video Unit 6: have something done and Flipped classroom video worksheet: have something done (Teacher’s Resource Centre) Presentation kit Presentation kit |
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End 5 minutes |
8 SPEAKING In pairs, students talk about the sentences in exercise 7, saying whether they are true for them or not. Refer students to the Grammar reference on page 80 if necessary.
Homework: Assign students page 52 in their Workbook. |
Gateway Humanities Student’s Book, Unit 6, pp. 76-77 Flipped classroom video Unit 6: have something done and Flipped classroom video worksheet: have something done (Teacher’s Resource Centre) Workbook Workbook |
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Additional information |
|
|||
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Students could think of three more questions with have something done to ask their partner. You could write these prompts on the board to give students ideas: pizza / deliver / to your home / hair / cut / a completely different style / take / blood pressure / at the doctor’s / bag / stolen You can assign fast finishers Grammar communication activity Unit 6: What’s the connection and/or Grammar practice worksheet Unit 6 (Teacher’s Resource Centre). |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
|||
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve lesson objectives/learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? 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 6. CLIL: Arts and technology. Lesson 68
Unit of a long-term plan: Imagination and creativity |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
CLIL: Arts and technology. |
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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; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - read the text about the arts and technology and scan it for specific information Most learners will be able to: - categorise words and discuss the questions about the kind of schools with a difference that students might be interested in going to, whether they think these schools are a good idea and what their thoughts are on learning via the Internet Some learners will be able to: - present information about another school that specialises in teaching the arts or technology |
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Assessment criteria |
- discuss arts and technology schools that offer something different, such as a specialist area of study using vocabulary related to arts and technology and justifying their answers - use words from the Vocabulary box
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Values links |
Respecting each other |
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Cross-curricular |
Technology; |
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Previous learning |
Arts; Technology |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. WARMER Ask students if they think all secondary schools are similar. Have they heard about any that are different? Do they know how and why they are different? Elicit examples, such as boarding schools, fee-paying/ private schools, girls’ schools, boys’ schools, etc. Without giving away the content of the worksheet, also mention that in some secondary schools it is possible to specialise in a subject area and that you are going to look at this in more detail. 1 In pairs, students discuss the questions. 2 Students read the texts and answer the question. Answer The Interhigh School is home-based because students are taught via the Internet rather than physically attending school. Before reading the text again, write the words in the Vocabulary focus box on the board and ask students to find them in the text. Pre-teach some of the more complex words if necessary. VOCABULARY FOCUS
cater to [v]: to provide people with something they want or need, especially something unusual or special common room [n]: a room in a school or university where students go to relax curriculum [n]: the subjects that students study at a
particular school or university performing arts [n]: types of art that are performed in front of an audience, e.g. music, dance, plays virtually [adv]: relating to computers or appearing on the internet |
Gateway Humanities Teacher Resource Centre, Worksheets, Unit 6, CLIL Arts and technology |
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Middle 25 min |
3 Students read the texts again and circle the correct alternatives.
Answers 4 Focus the students’ attention on the different types of schools mentioned in the text and ask them to scan the text to find the correct answers. They then categorise the words and write them under the correct headings in the table. Answers
5 In pairs, students discuss the questions. Elicit answers from the class and talk about the kind of schools with a difference that students might be interested in going to, whether they think these schools are a good idea and what their thoughts are on learning via the Internet. ?? DID YOU KNOW? Direct the students’ attention to the Did you know? box and read the interesting facts about some unusual schools around the world. |
Gateway Humanities Teacher Resource Centre, Worksheets, Unit 6, CLIL Arts and technology |
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End 5 minutes |
Homework: Assign students the PROJECT in their CLIL worksheets. PROJECT
Either in pairs or individually, students
research in books or online another school that specialises in
teaching |
Gateway Humanities Teacher Resource Centre, Worksheets, Unit 6, CLIL Arts and technology, PROJECT
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS You can assign fast finishers one of the following activities and worksheets: Language checkpoint Unit 6 in the Student’s Book, Literature worksheet Units 5 and 6, and/or Everyday English worksheet Unit 6 (Teacher’s Resource Centre) |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 7. Reading for pleasure.
Module 7. Reading for pleasure. Gateway Companion Humanities. Lesson 69
Unit of a long-term plan:
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School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Reading for pleasure |
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Learning objective(as) |
10.1.9 - use imagination to express thoughts,
ideas, experiences and feelings; 10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - read the folk tale and identify the best title Most learners will be able to: - analyse the folk tale and critically evaluate the lesson it may teach to others Some learners will be able to: - write a story using complex sentences and storytelling expressions |
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Assessment criteria |
- discuss traditional folk tales using storytelling expressions |
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Values links |
Respecting each other and different cultures |
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Cross-curricular |
Literature |
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Previous learning |
Writing stories; Folk tales |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. 1 • Ask STs to silently or individually read this folk tale. • STs choose the best title to the folk tale. • Introduce words from Glossary. Glossary gourd /ɡʊə(r)d/ (n) a round fruit whose outer shell can be used as a container or the container made from this fruit goblin /ˈɡɒblɪn/ (n) a small ugly creature in children's stories that likes to trick people |
Gateway Companion Humanities, Unit 7, pp.24-25
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Middle 25 min |
2 • STs identify if those sentences are true for Hungbu (H), Nolbu (N), or both (B) 1 both 4 N 7 N 2 N 5 both 8 N 3 H 6 H 9 H 3 • Listen to STs’ opinion if the story teachers a lesson. If so, what it is. Encourage them to discuss any questions.
II. Speaking • Allow STs to think of a traditional folk tale from their country or story they knew when they were a child. Make notes about the story. Then work in pairs or small groups and tell their partners the story. 2 • Ask STs to use complex sentences and time expressions in their story. • Give STs revision of how to join clauses together to make complex sentences • Remind linking words and punctuation of complex sentences. |
Gateway Companion Humanities, Unit 7, pp.24-25
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End 5 minutes |
Homework: Assign students the Writing exercise in their Gateway Companion Humanities books. Writing • Ask STs to write their story at home. Use their notes and useful phrases to help them. • Use complex sentences and time expressions. |
Gateway Companion Humanities, Unit 7, pp.24-25
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Encourage students to plan their stories in pairs and take notes on the story structure and plot.
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Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 7. Vocabulary: sports and sports venues. Lesson 70
Unit of a long-term plan: Reading for pleasure |
School:_________________________________________ |
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Teacher name: |
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Class: |
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absent: |
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Lesson title |
Vocabulary: sports and sports venues |
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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; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - match as many of the words as possible to each category Most learners will be able to: - listen to the audiotrack an practise saying the words with the correct stress Some learners will be able to: - describe a kind of sports while other students try to guess it by asking follow-up questions |
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Assessment criteria |
- discuss texts related to sports using phrasal verbs connected with sports and justifying their answers
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Values links |
Respecting each other |
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Cross-curricular |
Literature; Biology |
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Previous learning |
Sports; Phrasal verbs |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. 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. Encourage students to discuss their answers in class. WARMER In pairs, students discuss the meaning of the expression Play on! Tell students that ‘Play on’ is an expression used in many sports to mean ‘continue with the game’. Write these questions on the board and tell students to ask and answer the questions in pairs: Are you a member of any sports team? If not, have you ever been? What sports are you good at? Do you like to watch sports on TV? Elicit answers from different students around the class.
1 SPEAKING In pairs, students match as many of the words as possible to each category. Provide dictionaries if necessary. Answers 1 team sports: baseball, basketball, football, ice hockey, rugby, volleyball 2 individual sports: athletics, climbing, cycling, diving, golf, gymnastics, horse-riding, ice skating, sailing, skiing, snowboarding, swimming, tennis, weightlifting 3 ball sports: baseball, basketball, football, golf, rugby, tennis, volleyball 4 water sports: sailing, swimming 5 winter sports: ice hockey, ice skating, skiing, snowboarding 6 combat sports: judo, karate 7 indoor sports: gymnastics, ice hockey, judo, karate, weightlifting 2a PRONUNCIATION Students put the words in the correct column, according to the stress.
2b LISTENING 38 Students listen and check their answers. They then practise saying the words with the correct stress. See p153 for the audioscript for this exercise.
TEACHER DEVELOPMENT: PRONUNCIATION Syllable stress (see Teacher’s Book, p. 99). |
Gateway Humanities Student’s Book, Unit 7, p. 84
Presentation kit |
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Middle 25 min |
3 Students complete the sentences with the words.
Answers
Sports equipment and scores 4 Students look at the photo and find pieces of equipment from the box. Answers ball, net, racket, trainers
5 In pairs, students think of as many sports as they can for each piece of equipment in exercise 4. Draw students’ attention to the example sentences.
Suggested answers
You need a ball to play baseball, basketball,
football, golf, rugby, tennis, volleyball ...
You need a club to play golf ...
You need goggles to go swimming, play water polo,
go diving ... You need skates to go ice skating, rollerblading, skating ... You need skis to go skiing ... You need trainers to do athletics, play tennis, volleyball ...
6 Students name one sport where they can do each of the things with a ball. Suggested answers bounce – basketball, catch – baseball, head – football, hit – baseball, kick – football, pass – rugby, throw – athletics
7 Students choose the correct alternative. Point out that in one sentence both answers are correct.
Answers
8 LISTENING 39 Play the track for students to listen and decide which sport in exercise 1 is the subject of each conversation. See p153 for the audioscript for this exercise.
Answers
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Gateway Humanities Student’s Book, Unit 7, p. 84
Presentation kit |
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End 5 minutes |
9 SPEAKING Students work in small groups. One student thinks of a sport; the others must find out what it is by asking a maximum of 20 questions, but the first student can only answer yes or no
Homework: Assign students page 58 in their Workbook. (If necessary, assign Developing vocabulary lesson as independent work at home plus WB, page 61). |
Gateway Humanities Student’s Book, Unit 7, p. 84
Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Ask students to add one word connected with sport to each column in exercise 2b.
+EXTRA ACTIVITY
Write the first part of these extreme sports on the board and ask students to write the other half of each word. They then classify the sports in the correct column in exercise 2a, acccording to the stress. scuba (diving), hang- (gliding), rock (climbing), bungee (jumping), sky (diving), mountain (biking)
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Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 7. Reading: the game before game. Lesson 71
Unit of a long-term plan: Reading for pleasure |
School:_________________________________________ |
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Teacher name: |
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Number present: |
absent: |
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Lesson title |
Reading: the game before game |
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Learning objective(as) |
10.4.5 - deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 10.3.2 - ask and respond to complex questions to get information about a wide range of general and curricular topics |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - skim for specific information Most learners will be able to: - read the text and complete the table Some learners will be able to: - interview each other on the topic of the text |
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Assessment criteria |
- critically analyse the text about superstitions and justify their answers using relevant vocabulary |
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Values links |
Respecting each other and different cultures |
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Cross-curricular |
Literature; Culture |
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Previous learning |
Traditions |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could ask students to read the text and complete the table at home, then check their answers together in class. WARMER Play 20 questions. Tell students you are thinking of a famous sports star. They can ask up to 20 questions to find out who he or she is. You can only answer Yes or No. When they have guessed the answer, brainstorm the names of other famous sports stars students know from the sports they looked at in the previous lesson.
Suggested answer A belief that certain things that you do, or that happen to you, will bring good or bad luck. |
Gateway Humanities Student’s Book, Unit 7, p. 85 Presentation kit |
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Middle 25 min |
2 READING Students read the text and complete the table.
3 Students decide if the statements are true or false and write the number(s) of the line(s) where they find the answer.
Answers
4 CRITICAL THINKING Ask students to think of their own answer to the questions and then share their thoughts with the class.
5 Ask students to look at the underlined words in the text and guess their meaning. Allow students to use their dictionaries.
Answers
changing room = the place where players put on or
take off their sports clothes
gave away = offered to someone for free |
Gateway Humanities Student’s Book, Unit 7, p. 85
Presentation kit |
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End 5 minutes |
6 SPEAKING What about you? Ask students to look at the questions and then ask and answer in pairs.
Homework: Assign students page 59 in their Workbook. |
Gateway Humanities Student’s Book, Unit 7, p. 85
Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY
In pairs or small groups, students research interesting superstitions in other countries and present what they find to the rest of the class. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 7. Grammar in context: defining relative clauses. Lesson 72
Unit of a long-term plan: Reading for pleasure |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Grammar in context: defining relative clauses |
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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; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - formulate the definition of ‘defining’ relative clauses Most learners will be able to: - match the sentence halves and add a relative pronoun Some learners will be able to: - read out the definitions and guess the answers |
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Assessment criteria |
- Use defining relative clauses in writing and speaking
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Values links |
Respecting each other |
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Cross-curricular |
Literature; Physical Education |
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Previous learning |
Relative clauses |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 exercise 4 at home Test before you teach: Flipped classroom Set the Flipped classroom video and tasks for homework before the lesson. This will allow you to assess the needs of the students before the class. Students can then move on to the relevant grammar practice activities. 1a Students look at the relative pronouns marked in blue in the sentences. Tell students to use them to complete the rules. Check students’ answers and make sure they have copied the correct information into their notebooks. Answers 1 who, that 2 that, which 3 whose 4 where 5 when 1b Ask students why we call these ‘defining’ relative clauses and what they define. Elicit why we can omit that in sentence e but not in f. Answers 1 The purpose of a defining relative clause is to define clearly who or what we are talking about. Without this information, it would be difficult to know who or what is meant. 2 The relative pronoun can be omitted when it is the object of the clause. TEACHER DEVELOPMENT: LANGUAGE. Defining relative clauses (See Teacher’s Book, page 107). Defining relative clauses Defining relative clauses give essential information to define or identify the person or thing we are talking about. Some key points students should know about these clauses are:
is very common in spoken English.
English.
object of the clause. This is especially common in spoken English.
pronouns
can be replaced with a participle. This makes the sentence shorter
and easier to understand, e.g. I told you about the boy
who lives
next door. |
Gateway Humanities Student’s Book, Unit 7, grammar in context: defining relative clauses, pp. 86-87 The Flipped classroom video and worksheet Unit 7: Defining relative clauses
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Middle 25 min |
2 Students choose the correct alternative. If they think that both are correct, they should mark both.
Answers EXAM SUCCESS Ask students to think about what they need to do for a cloze activity. Ask them to turn to page 145 to compare their answers. 3 Students complete the text with the correct words.
Answers f the g where h whose 4 Students match the sentence halves and add a relative pronoun. Allow students to use a dictionary if necessary to check the words in italics. Answers 1 d The winner in a gymnastics competition is the person whose mark is the highest. 2 g A referee is the person whose job is to control football matches. 3 e 2024 is a year when there will be Olympic Games. 4 h A dojo is the place where you do judo. 5 f Time out is a moment in a basketball match when the players stop playing. 6 a A black belt is a thing you get when you are reallygood at judo or karate. 7 b In football, goalkeepers are often the players whose shirt has a number 1 on the back. 8 c The puck is the thing –/that/which you hit in an ice hockey match.
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Gateway Humanities Student’s Book, Unit 7, grammar in context: defining relative clauses, pp. 86-87 The Flipped classroom video and worksheet Unit 7: Defining relative clauses (Teacher’s Resource Centre)
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End 5 minutes |
6a SPEAKING In pairs, students read out the definitions and guess the answers.
Answers 6b In pairs, students choose words from the Student’s Book so far to write six more definitions like the ones in exercise 6a. Ask students to read out their definitions in open class for other students to guess. Homework: Assign students page 60 in their Workbook.
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Gateway Humanities Student’s Book, Unit 7, grammar in context: defining relative clauses, pp. 86-87 The Flipped classroom video and worksheet Unit 7: Defining relative clauses
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? +EXTRA ACTIVITY Students could research and prepare two True/False sentences about sports with relative pronouns for a ‘grammar auction’ to practise defining relative clauses (e.g. Football is the ...). Divide the class into four or five teams, each with a team leader. Collect in the True/False sentences and explain that they are now for sale. Read out the sentences (acting like an auctioneer adds an element of fun to this game) for each team to decide if the definition is true and make a bid for it. To buy the definition, one team must offer more money than all the other teams. Tell students that they have a total of 1,000, for example. Every time they win a bid, they must keep a count of the amount they have left. At the end of the auction, tell the students which sentences were true and tell them to count the number of true sentences they have bought. The winner of the game is the team that buys the highest number of true definitions. Refer students to the Grammar reference on page 94 if necessary. |
Assessment – how are you planning to check students’ learning?
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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? |
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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 7. Gateway to life skills: Looking after your heart. Lesson 73
Unit of a long-term plan: Reading for pleasure |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Gateway to life skills: Looking after your heart |
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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; 10.4.6 - recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - listen to two students presenting an assignment about calculating their recovery heart rate and take notes with relevant words and expressions used Most learners will be able to: - read the leaflet about heart disease and write down the details and specific information Some learners will be able to: - create and present a campaign to raise awareness about taking care of your heart |
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Assessment criteria |
- discuss heart disease, some of the causes and how to protect yourself from it using vocabulary from the Vocabulary focus and justifying answers
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Values links |
Respecting each other |
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Cross-curricular |
Biology; |
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Previous learning |
Health |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could set exercises 3 and 4 as homework to be discussed in pairs at the next lesson. WARMER Write the following gapped sentences about the heart on the board: Women’s hearts typically beat .......... than men’s. In an
average lifetime, a heart will beat
.......................................... times. Answers faster, 2.5 billion Allow students time to read through the Life skills objectives and the Key concepts before starting the lesson. 1a Draw students’ attention to the leaflet. In pairs, students discuss what they can see and the message of the leaflet. 1b Ask students for ideas for looking after their heart. Encourage them to use should/shouldn’t. 2 Students match the numbers and information. Ask them to guess the answers, but don’t confirm them until exercise 3. |
Gateway Humanities Student’s Book, Unit 7, pp. 88-89 Life skills video Unit 7: Looking after your heart and Life skills video worksheet Unit 7 (Teacher’s Resource Centre) Presentation kit |
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Middle 25 min |
3 READING Ask students to read the first part of the leaflet and answer the questions.
Answers 1 d 2a 3e 4c 5b
4 Students read the second part of the leaflet and complete parts 3 and 4, then check their answers on page 148.
Answers Part 3
Things we can change:
5 Students work in pairs to guess what each of the words and expressions is. Answers
Your heart rate: how many times your heart beats
per minute
A heart-rate monitor: a device with sensors which
measures your heart rate electronically The carotid artery: the artery on the side of your neck
6 LISTENING 40 Tell students they are going to watch or listen to a video of two students presenting an assignment about calculating their recovery heart rate. Ask students to listen for the words and expressions from exercise 5 and check whether their answers were correct. See p153 for the audioscript/videoscript for this exercise. 7 LISTENING 40 Allow students time to read through the questions before playing the video or track again. Answers 1 You take your pulse when you have been resting for 15 minutes. 2 You do moderate to high intensity activity like running or cycling or playing a competitive sport for a short while. You stop and take your pulse immediately then wait 60 seconds and take it again. The second number minus the first gives you your recovery heart rate. 3 Your recovery heart rate tells you how fit you are. |
Gateway Humanities Student’s Book, Unit pp. 88-89 Life skills video Unit 7: Looking after your heart and Life skills video worksheet Unit 7 (Teacher’s Resource Centre) Presentation kit
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End 5 minutes |
Homework: Assign students the LIFE TASK in their Student’s Book. LIFE TASK Tell students they are going to create a campaign to raise awareness about taking care of your heart.
Students choose one of the risk factors in part 2 of the text and do some more research about it.
Ask students to think of an interesting and original way to present the information. Go through the ideas listed and ask students to think of their own if they want to. If possible, bring some examples of leaflets and posters in.
Students present the information to the rest of the class. |
Gateway Humanities Student’s Book, Unit 7, pp. 88-89 Gateway to life skills, Unit 7, the LIFE TASK
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Ask students to work in groups to find out another interesting fact about the heart, and explain it to another group.
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Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 7. Developing speaking: A debate. Lesson 74
Unit of a long-term plan: Reading for pleasure |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing speaking: A debate. |
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Learning objective(as) |
10.1.2 - use speaking and listening skills to
provide sensitive feedback to peers; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - look at the expressions in the Speaking bank and write the word that comes after expressions for partially disagreeing Most learners will be able to: - read the statement and say whether they agree or disagree, giving their reasons why Some learners will be able to: - prepare for a debate by writing a list f points to support their opinion |
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Assessment criteria |
- take part in a debate expressing agreement and disagreement using expressions from the Speaking bank - present information clearly and follow the model arguments
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Values links |
Respecting each other |
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Cross-curricular |
Physical education; Economics |
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Previous learning |
Debates; Sports |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Ask students to make the list in exercise 1 at home to compare in pairs in class. WARMER Write the names of three or four famous people on the board that students are likely to know. Ask students to work in pairs and write anything positive or negative they know about each of them. Ask students if each of the celebrities are people that young people want to be like or not. 1 SPEAKING In pairs, students read the definition of role model and make a list of people who they think are good role models for young people. Tell students that these people don’t necessarily have to be celebrities. 2 SPEAKING Students read the statement and say whether they agree or disagree, giving their reasons why. |
Gateway Humanities Student’s Book, Unit 7, p. 92 Presentation kit |
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Middle 25 min |
3 LISTENING 42 Play the track for students to listen to a girl and boy discussing the statement in exercise 2. Ask students whose opinion is closer to theirs and why. See p154 for the audioscript for this exercise. 4 LISTENING 42 Students look at the expressions in the Speaking bank and write the word that comes after expressions for partially disagreeing. Play the track again if necessary. Answer but
5 Students prepare six sentences about sport or sports stars. Tell students they don’t have to agree with the statements. Draw their attention to the example sentences. 6 SPEAKING In small groups, students listen to each other’s statements and give their honest opinions using expressions from the Speaking bank. PRACTICE MAKES PERFECT 7a SPEAKING Students read the statement. Choose half of the class to agree and half to disagree. Students prepare a list of points to support their opinion. For students who are less confident, photocopy the model arguments opposite for ideas.
Model arguments Agree
Disagree
7b Students have a class debate using expressions from the Speaking bank. 7c Students have a vote to see what the class really thinks about the statement. |
Gateway Humanities Student’s Book, Unit 7, p. 92 Presentation kit |
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End 5 minutes |
Encourage students to provide peer feedback on a class debate.
Homework: Assign students page 63 in their Workbook. |
Gateway Humanities Student’s Book, Unit 7, p. 92 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Students write a short text using their totes answering the question: ‘Are top footballers paid too much?’ |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 7. Developing writing: A magazine article. Lesson 75
Unit of a long-term plan: Reading for pleasure |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing writing: A magazine article |
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Learning objective(as) |
10.4.7 - recognize patterns of development in
lengthy texts [inter-paragraph level] on a range of general and
curricular topics; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - discuss what types of magazines there are and what type of article might be in each of them Most learners will be able to: - analyse the structure of an article Some learners will be able to: - write a magazine article about sport following the advice in the Writing bank and the model article |
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Assessment criteria |
- write a magazine article about sport - use words and expressions from the Writing bank - back up the arguments |
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Values links |
Respecting each other |
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Cross-curricular |
Physical education |
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Previous learning |
Writing |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could set the writing task in exercise 6 as homework. WARMER In pairs, students discuss what types of magazines there are and what types of article might be in each of them. 1 In pairs, students read the announcement and discuss their answers to the questions. 2 READING Students read the article and say whether it included their answers from exercise 1. Ask fast finishers to write two or three sentences to say whether they agree or disagree with the author’s opinion. |
Gateway Humanities Student’s Book, Unit 7, p. 93 Presentation kit |
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Middle 25 min |
3a Students complete the article with the words in the box.
Answers
3b Students add the completed expressions from exercise 3a to the Writing bank. Answers
Personally, I think
4 Students match the paragraphs with the descriptions of the content.
Answers Paragraph 1 b Paragraph 2 a Paragraph 3 d Paragraph 4 c
5 With a partner, students read the article again and answer the questions. Nominate pairs to give their answers.
Suggested answers
1 By asking questions.
PRACTICE MAKES PERFECT 6 Students look at the announcement and write their article, using the information in exercise 4 and expressions from the Writing bank. Refer students to the Writing bank on page 151.
Model article My favourite sport
Do you enjoy being outside in the open air, and
do you love being part of a team? Would you like to increase your
fitness levels? If so, I’d like to tell you something about my
favourite sport, and encourage you to try it out. |
Gateway Humanities Student’s Book, Unit 7, p. 93 Presentation kit |
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End 5 minutes |
Homework: Assign students page 64 in their Workbook. |
Gateway Humanities Student’s Book, Unit 7, p. 93 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Students review their article (or their partner’s article), giving themselves a grade from 1–5 according to these criteria related to paragraph organisation and the text as a whole:
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Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 7. Listening: the origin of basketball/grammar in context: using non-defining relative clauses. Lesson 76a
Unit of a long-term plan:
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School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Listening: the origin of basketball/grammar in context: using non-defining relative clauses. |
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Learning objective(as) |
10.5.3 - write with grammatical accuracy on a
range of familiar general and curricular topics 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 |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - listen to an audiotrack and take notes Most learners will be able to: - use relative pronouns when asking and answering the questions Some learners will be able to: - interview each other |
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Assessment criteria |
- discuss the origin of basketball and use relative pronouns and relevant vocabulary
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Values links |
Respecting each other and different cultures |
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Cross-curricular |
History; Physical Education; Culture |
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Previous learning |
Sports; Culture of the English-speaking countries |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK WARMER In pairs, students brainstorm words they know connected to basketball. Elicit vocabulary from the students. Write these words on the board: ball, hoop, backboard, forward, guard. Ask students to make a sentence to define each word with a relative pronoun, e.g. It’s a thing that/which ...; It’s someone who ..., etc. EXAM SUCCESS Students discuss what they should do if they miss an answer to a question in a True/False listening activity. Ask students to turn to page 145 to compare their ideas. |
Gateway Humanities Student’s Book, Unit 7, p. 90 (listening) Presentation kit |
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Middle 25 min |
TEACHER DEVELOPMENT: STUDENT TRAINING Being positive in listening tests Remind students to write notes as they listen and answer as much as they can when they hear the recording for the first time. Then they can check their answers and listen for any missing answers when they hear the recording a second time. A lapse of concentration during a listening can make students lose the sequence of answers and start to panic. It can be helpful to point out to students that the answers usually appear in the conversation in the same order as the questions. Students should also remember that they do not have to understand everything while listening: some of the parts of the listening may not be tested. If they miss an answer to a question, they mustn’t panic. Remind them to keep a positive attitude and keep listening for the next answer. If, at the end of the activity, they are still not sure, they should guess an answer (there is a 50% chance they will be right!). 2 LISTENING 41 Play the track for students to listen and check their answers to exercise 1. Talk about the answers and any disagreements there might be. With a less confident class, pre-teach the words from exercise 1 before students do the listening activity. You could also practise saying the time expressions in the True/False statements to help students listen out for this in the activity. See p154 for the audioscript for this exercise. 3 LISTENING 41 Play the track again for students to answer the questions. Answers 1 He had 14 days 2 Because of the cold winters in Massachussets. 3 They didn’t have holes in the bottom so they had to stop the game each time someone scored. 4 A game lasted 35 minutes. 5 It was played at universities. 6 To invent a sport that people would enjoy, and above all to keep people fit and healthy. |
Gateway Humanities Student’s Book, Unit, p. 90 (listening) Presentation kit |
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End 5 minutes |
4 SPEAKING What about you? Ask students to think of their own answers to the questions, then ask and answer with a partner.
Homework: Assign students page 61 in their Workbook. |
Gateway Humanities Student’s Book, Unit, p. 90 (listening) Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS You can ask fast finishers to research the origin of their favourite type of sports and share with their partner. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 7. Listening: the origin of basketball/grammar in context: using non-defining relative clauses. Lesson 76b
Unit of a long-term plan: Reading for pleasure |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Listening: the origin of basketball/grammar in context: using non-defining relative clauses. |
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Learning objective(as) |
10.5.3 - write with grammatical accuracy on a
range of familiar general and curricular topics 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 |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - differentiate between defining and non-defining relative clauses Most learners will be able to: - join the pairs of sentences using relative clauses Some learners will be able to: - Describe people, places, things, activities and events using non-defining relative clauses |
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Assessment criteria |
- give extra information about people things or places using non-defining relative clauses |
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Values links |
Respecting each other |
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Cross-curricular |
History; Physical education |
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Previous learning |
Relative clauses |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could ask students to complete exercise 3 at home, and find out any more information they can about Mo Farah online. Ask them to discuss their answers in class. Test before you teach Find out what students already know about non-defining relative clauses. Write these pairs of sentences on the board and ask students to combine each pair to make one sentence. Valencia is a great place to live. Valencia is
on the coast of Spain. clauses, move quickly through exercises 1 and 2 in open class. 1 Students look at the sentences and answer the questions Answers 1 sentences a,d, e, f 2 non-defining clauses 3 No, we can’t 4 a comma
TEACHER DEVELOPMENT: LANGUAGE Non-defining relative clauses In a non-defining clause, the information given is not essential. It tells us more about someone or something, but it does not help us to identify them or it. It might be helpful for students to think that the essential information might be followed by the words by the way, i.e. it is additional information and could be presented as two separate statements. ■ Non-defining relative clauses are always separated from the rest of the sentence by commas. The commas have a similar function to brackets. ■ In non-defining clauses, you cannot use that instead of who, whom or which. ■ You cannot leave out the relative pronoun, even when it is the object of the verb in the relative clause: He gave me the present, which was wrapped in pink paper. He gave me the present, which I opened immediately. ■ The preposition in these clauses can go at the end of the clause, e.g. This is John, who you have all heard about. ■ Non-defining clauses can be introduced by expressions like all of, many of + relative pronoun, e.g. There are a lot of friends in my class, many of whom I have known for years. |
Gateway Humanities Student’s Book, Unit 7, pp, 90-91 Presentation kit |
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Middle 25 min |
2 Students complete the sentences with non-defining relative clauses including the information given. Draw students’ attention to the example sentence. When checking answers, remind students to pause at the commas, and read each part of the sentence with its own short intonation curve. Compare with a defining relative clause, which has no commas and a single intonation curve for the whole sentence.
Answers
3 whose brother Jamie also plays tennis
3 Students read the text about Mo Farah and choose the best answer to complete the text.
Answers 1D 2B 3D 4A 5B 6B 7B 8C 9D 10 B
4 Students join the pairs of sentences. Remind them to check if they need to write a defining or non-defining clause. Focus students’ attention on the example sentences. Answers 3 Petra Kvitová, who is from the Czech Republic, is a great tennis player. 4 The athlete who broke the world record won the race. 5 Last Saturday, when my team won the final, was great. 6 Anna, whose mum is a PE teacher, is good at lots of sports. 7 The swimming pool where I go at the weekend is great.
5a Students write short, simple sentences with information about people, places, things, activities and events in the book. Draw students’ attention to the example sentences. |
Gateway Humanities Student’s Book, Unit 7, pp. 90-91 Presentation kit |
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End 5 minutes |
5b SPEAKING Students read their sentences to their partner. He/She adds extra information to the sentences using non-defining relative clauses. Refer students to the Grammar reference on page 94 if necessary.
Homework: Assign students page 62 in their Workbook. |
Gateway Humanities Student’s Book, Unit 7, pp. 90-91 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Students research specific vocabulary in English to describe their favourite sport. Also you can assign the Language checkpoint: Unit 7 in their Student’s Book. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 7. Literature: Pygmalion by George Bernard Show. Lesson 78
Unit of a long-term plan: Reading for pleasure |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Literature: Pygmalion by George Bernard Show |
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Learning objective(as) |
10.1.9 - use imagination to express thoughts,
ideas, experiences and feelings; 10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - discuss the quotations from the play Most learners will be able to: - read the except from the play and discuss why it might have been so popular Some learners will be able to: - discuss the main lesson of the play by George Bernard Show |
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Assessment criteria |
- read and discuss the excerpt from Pygmalion by George Bernard Show using relevant vocabulary and justifying their opinion
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Values links |
Respecting each other |
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Cross-curricular |
Literature |
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Previous learning |
Reading for pleasure |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You can assign Before reading activities as homework before the class so you can start the class at While reading activities. Before reading 1 Ask students if they have heard of George Bernard Shaw. Refer them to About the author and ask them to read the information. Explain that Shaw was also a social commentator and many of his quotations have become famous. Read the two quotations aloud and ask students to think about what they mean. If they are struggling, explain that ‘finding yourself’ refers to understanding the kind of person that you are and ‘change your mind’ here means ‘alter or improve your mind’. Answers 1 The first quote means that we are not born with formed personalities need to create who we are. The second quote means that people need to be able to adapt and make changes within themselves in order for society to make progress. 2 Students’ own answers
Possible answers The play deals with popular themes of social mobility and class. There is a lot of humour and satire in the play. 3 Now ask students to discuss the four questions about the play in pairs and then as an open class. Possible answers 1 She may want to improve her accent and the way she speaks, and learn to be a ‘lady’. 2 ‘Like a lady’ means like a refined, educated, upper- class woman. 3 He may be surprised, shocked, amused, possibly dismayed. 4 The first quotation is relevant because it suggests that people are able to become whatever they want to be and create a new or different persona for themselves. The second quotation is relevant because it suggests that people who are willing to adapt and change who they are can better themselves and society. |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 7, Literature
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Middle 25 min |
While reading 1 Ask students to read the extract. Refer them to the glossary for words they may not know. They should then answer the questions in their own words. They can compare answers in pairs before checking as a class.
Possible answers 1 Eliza probably has a humble life selling flowers. The professor refers to her as living in the ‘gutter’, which suggests she is one of the poorest members of society. She does not seem to get on with her stepmother and father (I done without them), which suggests Eliza earns a living for herself and does not rely on anyone else. It is probably a hard life. 2 Mrs Pearce may be worried about what will happen to Eliza when the professor has finished his teaching. (She asks if Eliza will be paid and asks about Eliza’s mother.) 3 Mrs Pearce seems to see Eliza as a person, with feelings and a family whereas Professor Higgins sees her as a subject for his social experiment. He is rude to Eliza and criticises the way she speaks in front of her.
2 Focus on the language in the extract. Ask the students to answer the questions individually, first by looking at Eliza’s lines, then Professor Higgins’ lines.
VOCABULARY FOCUS
turned me out (line 2): made me leave the house
stepmother (line
3): your
father’s new wife in a second or later marriage
cheerily (line 28): happily
wages (line 38): an amount of money that you earn for
working (to be) ashamed of (line 51): to feel embarrassed about
Answers 1 Eliza doesn’t speak accurately – her grammar is poor: I ain’t got no mother./Her that turned me out.../But I done without them./I got my feelings same as anyone else./... you don’t care for nothing. This shows she lacks education and is from the lower classes. 2 He speaks using the correct grammar. He uses more complex vocabulary, compared to Eliza.
3 Ask students to answer the questions about social class and discuss the answers together.
Answers 1 Eliza is working class. Professor Higgins is probably upper middle to upper class. 2 The professor is rude to Eliza and talks about her to Mrs Pearce and Pickering as if she cannot hear or understand what he is saying and has no feelings. He is not interested in what happens to her after his experiment. It shows that people of higher social classes did not feel responsibility to the lower social classes and treated them badly. 3 She is unusual because she is interested in changing herself and because she has principles. She is not afraid of Professor Higgins and says she will leave. |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 7, Literature
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End 5 minutes |
After reading 1 Discuss as a class what students think the main lesson of the play might be. Possible answers It teaches us that language can cause problems between us, as can social class. It teaches us not to judge people by their appearance, class or the way they speak as these things are superficial and can be changed in a short time.
2 Students work in groups of three to discuss the questions. Encourage them to make notes.
Homework: Assign students after reading exercises 3-4 in their Literature worksheet.
3 Students now work in the same groups of three to create a scene between Eliza, Higgins and Pickering following her transformation. They should use their ideas in 2 to feed into their characterisations. 4 When they have finished, they each take a role and practise the scene. Groups can act their scene out to the rest of the class. |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 7, Literature Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Students write Eliza’s incorrect sentences in correct English (While reading exercise 2). Answers
I haven’t got a mother. The person who turned me
out ... But I managed/coped without them. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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? |
Term 4 - 24 hours
Module 8. Different ways of living.
Module 8. Money cannot buy happiness. Lesson 79
Unit of a long-term plan: Different ways of living |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Money cannot buy happiness |
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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; 10.4.6 - recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - discuss the statement (Money cannot buy happiness) and give reasons why yes or no Most learners will be able to: - read the text and identify the main arguments outlined in the essay Some learners will be able to: - develop arguments for and against the statement (Money cannot buy happiness) |
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Assessment criteria |
- discuss the connection between money and happiness using relevant vocabulary and justifying their answers
|
|||
Values links |
Respecting each other |
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Cross-curricular |
Economics |
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Previous learning |
Lifestyle |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. 1 • Ask STs to read Corinne’s essay on the statement Money cannot buy happiness and discuss the questions with the class. Glossary priority /praɪˈɒrəti/ (n) the same that you think is most important and that needs attention before anything else possession /pəˈzeʃ(ə)n/ (n) if something is in your possession you own it or you have obtained it from somewhere |
Gateway Companion Humanities, Unit 8, p. 26
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Middle 25 min |
2 • Ask STs to discuss the points 1-5 and identify which points Corinne makes. • Check answers in open class. 3 • Listen to STs if they agree with Corinne’s arguments. Discuss why/ why not. • Ask STs to work in groups and compare their ideas. |
Gateway Companion Humanities, Unit 8, p. 26
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End 5 minutes |
Homework: Assign students exercises 1, 3, page 27 in their Gateway Companion Humanities (KZ Culture spot, Gateway Companion Humanities Unit 8 Margulan Seisembaev. These assignments discuss money, downshifting, and whether money is the most important thing) |
Gateway Companion Humanities, Unit 8, p. 26 Gateway Companion Humanities, Unit 8, p. 27
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Additional information |
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|||
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Ask fast finishers to write a short for-and-against essay on this topic. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
|||
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve lesson objectives/learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? 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 8. Vocabulary: arts, theatre, music. Lesson 80
Unit of a long-term plan: Different ways of living |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Vocabulary: arts, theatre, music |
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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;
10.3.7 - use appropriate subject-specific
vocabulary and syntax to talk about a range of general and
curricular topics; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - listen to an audiotrack and take notes with specific information Most learners will be able to: - categorise words connected with art, the theatre, music, and artists using dictionaries if necessary Some learners will be able to: - interview each other about a famous person following the model dialogue and asking follow-up questions |
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Assessment criteria |
- discuss art, theatre, music, and creative lifestyle using relevant vocabulary and justifying their answers |
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Values links |
Respecting each other |
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Cross-curricular |
Arts |
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Previous learning |
Arts; Culture |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students could prepare exercise 2 at home, using their Macmillan Online Dictionary, and compare their answers in pairs in class. WARMER In pairs,
students discuss the meaning of the expression Smart art. Tell students that smart can mean the
opposite of casual, but it can also mean
‘intelligent’. Arts, theatre, music 1 In pairs, students use the words in the box to talk about the photo. |
Gateway Humanities Student’s Book, Unit 8, p. 96 Presentation kit |
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Middle 25 min |
2 Students read the sentences and check they
understand the words in red. If necessary, they should look
them
3 Students put the words in exercises 1 and 2 in the correct column. Remind students that some words can go in more than one column. Answers
Art: drawing, sketch, self-portrait, still life,
abstract painting, exhibition, gallery, masterpieces, sculptures,
landscapes Music: lighting, performance, stage, tune, lyrics, orchestra, concert Arts 4 In pairs, students complete the words in red with -or, -er, -ian or -ist.
Answers TEACHER DEVELOPMENT: LANGUAGE Suffixes - jobs (see Teacher’s Book, p. 110) 5 SPEAKING In pairs, students take it in turns to think of a famous person and their partner answers with the profession. Draw students’ attention to the example dialogue. 6 LISTENING 43 Play the track for students to listen for the order in which they hear the people or things in the box. Students check their answers in pairs before you elicit answers from different students around the class. See p154 for the audioscript for this exercise. Answers |
Gateway Humanities Student’s Book, Unit 8, p. 96 Presentation kit |
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End 5 minutes |
7 SPEAKING In pairs, students ask and answer the questions. Remind them to ask follow-up questions after each question to get more information. You may like to practise this in open pairs across the class before students continue in closed pairs.
Homework: Assign students page 66 in their Workbook. |
Gateway Humanities Student’s Book, Unit 8, p. 96 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Students write definitions for three of the professions using a relative clause (e.g. This is a person who pretends to be someone else. This is a person who helps a group of musicians., etc.). They then see if their partner can guess. +EXTRA ACTIVITY Students research one of the famous people they talked about in exercise 5 and write a short text about his/her life and work. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 8. Reading: Extreme art. Lesson 81
Unit of a long-term plan:
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School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Reading: Extreme art |
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Learning objective(as) |
10.3.3 - explain and justify own and others’ point of view on 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; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - describe the photos and match them with articles Most learners will be able to: - guess the meaning of the underlined words in the text from the context Some learners will be able to: - discuss which articles they enjoyed reading most and why |
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Assessment criteria |
- discuss arts, theatre, and music using relevant vocabulary and justifying their answers
|
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Values links |
Respecting each other |
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Cross-curricular |
Arts; Literature |
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Previous learning |
Arts and culture |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students could read the articles and do the matching task in exercise 2 at home in preparation for completing exercise 3 in class with a partner. WARMER
Do you
like paintings? 1 In pairs, students look at the photos and take it in turns to describe what they can see. Elicit suggestions from different students around the class. |
Gateway Humanities Student’s Book, Unit 8, p.97 Presentation kit |
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Middle 25 min |
2 READING Students read the three articles and match two of them with the photos in exercise 1. Answers Article 1 – photo 2 Article 3 – photo 1
3 Students think of a suitable photo to illustrate the remaining article.
4 Students read the articles in more detail and choose the best answers.
Answers 1b 2b 3c 4a 5a 6b
5 CRITICAL THINKING Ask students to read the question and think of their own answers before sharing their ideas with the class.
6 Students find the underlined words in the text and guess their meaning from the context. Elicit guesses from students around the class and then ask students to check their answers in the dictionary.
Answers
fascinating = extremely interesting, makes you
want to know more passers-by
= people walking past in the street airtight = does not allow air
in or out |
Gateway Humanities Student’s Book, Unit 8, p. 97 Presentation kit |
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End 5 minutes |
7 SPEAKING What about you? In pairs or small groups, students discuss which articles they enjoyed reading most and why.
Homework: Assign students page 67 in their Workbook. |
Gateway Humanities Student’s Book, Unit 8, p. 97 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Ask fast finishers to discuss what they think about a lifestyle of artistic and creative people. Encourage students to expand, explain, and exemplify their answers. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 8. Grammar in context: Reported speech statements. Lesson 82
Unit of a long-term plan: Different ways of living |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Reported speech - statements |
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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; |
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Level of thinking skills |
Understanding, Knowledge, Application |
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Lesson objectives |
All learners will be able to: - Differentiate between the sentences in reported and direct speech Most learners will be able to: - Complete the table with tense change in reported speech Some learners will be able to: - Tell each other the things that people have said using the modal dialogue |
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Assessment criteria |
- Use the tense change focusing on accuracy - Retell what others have said using reported speech |
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Values links |
Respecting each other |
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Cross-curricular |
Arts and culture |
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Previous learning |
Arts; Reported speech |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greeting, organisational moments, and warmer Checking homework. FAST TRACK You could ask students to do exercise 1a before class and check their answers in pairs. Test before you teach Write the following direct statement on the board and ask students to relay what Pierre said using reported speech Pierre: ‘I like modern art.’ Point out the difference between quoted speech – when we keep the speaker’s exact words and use quotation marks, and reported speech where we express the idea by changing the tense, pronouns, etc. If students seem very familiar with reported speech, you could choose to quickly move through the initial exercises in open class. Answer Pierre said he liked modern art. 1a Students match the sentences in reported and direct speech.
Answers 1b Students choose the correct alternative. Answers 1 Pronouns 2 change 3 don’t need 4 need 5 don’t always need TEACHER DEVELOPMENT: LANGUAGE. Reported speech (See Teacher’s Book, page 111) 2 Students complete the table with the tense change, in reported speech.
Answers
3 present perfect – past perfect 4 past simple – past perfect
7 may – might
3 Students complete the table.
Answers 5 tomorrow 6 that night |
Gateway Humanities Student’s Book, Unit 8, pages 98-99
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Middle 25 min |
4 Students choose the correct alternative.
Answers 5 Students put the reported speech in exercise 4 into direct speech (i.e. what the people actually said), as in the example
Answers 3 ‘I’ve just finished a new picture of New York.’ 4 ‘I hope you won’t let the band out of the box.’ 5 ‘The actress is making a new film next month.’ 6 ‘The exhibition is going to be a great success.’ 7 ‘They took/have taken away my paper.’ 6 Students look at the statements made by famous people and write them in reported speech. Do the first one together as an example. Answers 1 Banksy said that people either loved him, or they hated him, or they didn’t really care. 2 James Dean said that being an actor was the loneliest thing in the world. 3 Sylvia Plath said she wrote only because there was a voice within her that would not be still. 4 Andy Warhol said that in the future everyone would be world-famous for 15 minutes. 5 Oscar Wilde said that he was so clever that sometimes he didn’t understand a single word of what he was saying. 6 Vincent Van Gogh said the only time he felt alive was when he was painting. 7 Damien Hirst said he had wanted to be stopped, but no one would stop him. 8 Sir Ian McKellan said that he was only an actor and that all he had ever done was learn the lines and say them. 7a Students write down things people have said or told them yesterday or today, at home, at school or anywhere they like. |
Gateway Student’s Book, Unit 8, pages 98-99
Refer students to the Grammar reference on page 106 if necessary. |
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End 5 minutes |
7b SPEAKING In pairs, students tell each other the things that people have said. Their partner guesses who said them. Draw their attention to the model dialogue. Homework: Assign students page 68 in their Workbook. |
Refer students to the Grammar reference on page 106 if necessary. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? Using extra activities below will challenge fast finishers and allow you to give more support to the rest of the class. +Extra activity To give
students further practice you could drill a simple sentence and ask
a student to report it, e.g. Students
prepare three personal statements about art to tell their partner.
Ask them to write two +Extra activity Students tell each other their statements. Students report back to their partner and tell him/her which statement they think is false, e.g. You said you had painted a portrait of your mother. I think this is true. You said you had been to the Metropolitan Museum in New York. I think this is false. You said your favourite artist was Picasso. I think this is true. +Extra activity For homework, ask students to find an interview (video or print) with their favourite celebrity, politician or sportsperson and report back to class what he/she said. |
Assessment – how are you planning to check students’ learning? Oral feedback Positive reinforcement Peer review |
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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? |
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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 8. Developing vocabulary: adjectives ending with -ing and -ed. Lesson 83
Unit of a long-term plan: Different ways of living |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing vocabulary: adjectives ending with -ing and -ed |
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Learning objective(as) |
10.3.2 - ask and respond to complex questions to
get information about a wide range of general and curricular
topics; |
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Level of thinking skills |
Understanding, Application, Analysis |
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Lesson objectives |
All learners will be able to: - differentiate between adjectives describing how someone feels and adjectives describing why they felt this way Most learners will be able to: - distinguish between positive and negative adjectives Some learners will be able to: - discuss topics with their partner, ask questions, and follow the prompts (who, what, why, where, when, and how) |
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Assessment criteria |
- describe people and things using -ing and -ed adjectives
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Values links |
Respecting each other and different cultures |
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Cross-curricular |
Arts; |
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Previous learning |
Word formation |
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Plan |
|
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students could do exercise 2 as homework, using their Macmillan Online Dictionary if necessary. Ask them to compare their words in class before doing exercise 3a.
1 Students look at the words in red in the two sentences. Elicit which adjective describes how someone feels and which adjective describes why they felt this way. Answers 1 Amazing (i.e. adjectives ending in -ing) describes why someone feels this way. 2 Amazed (i.e. adjectives ending in -ed) describes how someone feels. TEACHER DEVELOPMENT: LANGUAGE -ing and -ed adjectives Point out to students that adjectives ending in -ing describe the effect that something has on your ideas and feelings. Like other adjectives, -ing and -ed adjectives can be used in front of a noun, modified by adverbials such as quite, really and very, and can be used in the comparative and superlative (e.g. This is one of the most boring books I’ve ever read.).
2 Students look at the adjectives and decide which ones are positive (+) or negative (–). Ask them to state which word could be either.
Answers
Positive (+): amazed, excited, fascinated, inspired, interested, relaxed, surprised (can also be negative) Negative (–): bored, confused, depressed, disappointed, disgusted, embarrassed, frightened, tired, uninspired, worried |
Gateway Humanities Student’s Book, Unit 8, p. 99 Presentation kit |
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Middle 25 min |
3a PRONUNCIATION Students look at the adjectives in exercise 2 again and decide in which adjectives we pronounce -ed as /ɪd/. Answers disappointed, disgusted, excited, fascinated, interested
3b 44 Play the track for students to listen and check their answers. Elicit which letter comes before -ed in all those adjectives. See p155 for the audioscript for this exercise. Answer the letter ‘t’
3c Drill the adjectives in exercise 2. TEACHER DEVELOPMENT: PRONUNCIATION -ed adjectives Remind students that -ed adjectives follow the same pronunciation rules as regular past tense endings: Voiced sound: if the stem ends with a vowel sound or the consonant b, g, l, m, n, th, v or z, we pronounce the -ed ending /d/, but if the stem ends with d or t, we pronounce the -ed ending /ɪd/.
Voiceless sound: if the stem ends with
f, p, k, s, sh, ch,
x or
h we pronounce the -ed ending /t/. However, tell students that the difference between /d/ and /t/ is insignificant phonetically and that the important thing is to remember when to pronounce /ɪd/.
4 Students choose the correct alternative Answers 1 inspired 2 disgusting 3 tiring 4 confused 5 boring 6 embarrased 7 disappointing 8 excited
5a Students prepare things to say about the topics. With a less confident class, you could brainstorm some ideas for each topic first.
5b SPEAKING In pairs, students discuss the topics with their partner. Remind them to ask questions to keep the conversation going. Elicit the question words and write them on the board as prompts: who, what, why, where, when and how. |
Gateway Humanities Student’s Book, Unit 8, p. 99 Presentation kit |
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End 5 minutes |
5c Students tell the class what their partner told them about the topics. Draw students’ attention to the example. Homework: Assign students page 69 in their Workbook. |
Gateway Humanities Student’s Book, Unit 8, p. 99 Workbook |
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Additional information |
|
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY If
students find this concept difficult, give them +EXTRA ACTIVITY Write
these words on the board and ask students to make notes with their
opinions. In pairs or small groups, students compare their ideas
and make full sentences. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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 8. Gateway to life skills: Appreciating art. Lesson 84
Unit of a long-term plan:
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School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Gateway to life skills: Appreciating art |
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Learning objective(as) |
10.1.9 - use imagination to express thoughts,
ideas, experiences and feelings; 10.3.3 - explain and justify own and others’ point of view on a wide range of general and curricular topics |
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Level of thinking skills |
Analysis, Evaluation, Creation |
|||
Lesson objectives |
All learners will be able to: - describe the paintings using questions in the text Most learners will be able to: - listen to three students talking about the paintings for general understanding and matching speakers to the pictures Some learners will be able to: - discuss the importance of arts |
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Assessment criteria |
- describe and appreciate art using relevant vocabulary - analyse two works of arts using relevant vocabulary
|
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Values links |
Respecting arts and culture |
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Cross-curricular |
Arts |
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Previous learning |
Culture |
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Plan |
|
|||
Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could ask students to do exercise 1 at home and write down their reactions, using their Macmillan Online Dictionary for reference if necessary. Students can compare their answers in class. WARMER In pairs, give students two minutes to think of as many artists and types of art as they can. Elicit ideas from the class. Allow students time to read through the Life skills objectives and the Key concepts before starting the lesson. 1 In pairs, students look at the three works of art and say their first reactions to each one. With less confident students, help with relevant vocabulary first. |
Gateway Humanities Student’s Book, Unit 8, pp. 100-101 Life skills video Unit 8: Appreciating art and Life skills video worksheet Unit 8 (Teacher’s Resource Centre) Presentation kit |
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Middle 25 min |
2 SPEAKING Ask students to read the questions in the text and then work with a partner and use the questions to discuss the paintings in exercise 1.
3 Students say which of the three works they prefer and why.
4 LISTENING 45 Tell students they are going to watch or listen to a video of three students talking about the paintings in exercise 1. Ask students to predict what words they might use. Play the video or track for students to match the speakers to the pictures. See p155 for the audioscript/videoscript for this exercise. Answers Olivia: painting 3 Jack: painting 2 Luke: painting 1
5 LISTENING 45 Students read the reasons and choose the correct speaker. Play the video or track again if necessary.
Answers 7 Olivia 8 Jack 9 Luke
6a Ask students to read the statements and say if they agree or disagree. Encourage students to give their reasons. |
Gateway Humanities Student’s Book, Unit 8, pp. 100-101 Life skills video Unit 8: Appreciating art and Life skills video worksheet Unit 8 (Teacher’s Resource Centre) Presentation kit |
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End 5 minutes |
6b SPEAKING Students compare their answers to exercise 6a in small groups. Ask students to add their own reasons.
Homework: Assign students LIFE TASK in their Student’s book.
Tell students they are going to turn their classroom into an art gallery. ■ Step 1 Students choose two paintings by two different artists and use the questions on page 101 to think about the paintings. Ask them to make notes. ■ Step 2 Students research the artists. ■ Step 3 Students use their notes to make a poster, including images of the paintings and their personal response to them. ■ Step 4 Display the posters around the classroom. Encourage students to walk around and give their opinions. |
Gateway Humanities Student’s Book, Unit 8, pp. 100-101, LIFE TASK Workbook |
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Additional information |
|
|||
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Divide the class into two and hold a class debate about the use of art, with one side arguing that art is not important to society and the other defending art’s role in society. Remind students that they may have to argue an opinion that is not necessarily their own. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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 8. Listening: An artwork. Lesson 85
Unit of a long-term plan:
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School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Listening: An artwork |
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Learning objective(as) |
10.2.4 - understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.3.3 - explain and justify own and others’ point of view on a wide range of general and curricular topics |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - listen for general understanding and specific information Most learners will be able to: - discuss any controversial modern art they have heard of Some learners will be able to: - discuss what they think about the Giant Rubber duck using vocabulary from the listening activity |
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Assessment criteria |
- discuss written and spoken texts about art and discuss art using relevant vocabulary and justifying their answers
|
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Values links |
Respecting and appreciating arts |
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Cross-curricular |
Arts |
|||
Previous learning |
Paintinggs |
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Plan |
|
|||
Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
||
Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. WARMER In pairs, ask students to discuss any controversial modern art that they have heard of. Elicit answers from the class. 1 Students look at the photo and say what they think it shows. |
Gateway Humanities Student’s Book, Unit 8, p. 102 Presentation kit |
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Middle 25 min |
2 LISTENING 46 Play the track for students to listen to check their predictions in exercise 1. With a less confident class, pre-teach these words before students do the listening activity: explode: when something breaks out of its package or shell in a very violent way; publicity: the attention someone or something gets for something, usually an event; rubber: a natural material which is useful because it’s often waterproof and highly elastic. It’s often used in erasers and tyres for cars. See pp155–156 for the audioscript for this exercise.
3 LISTENING 46 Students listen again and choose the best answers. Answers 1c 2a 3 c4a 5b 6b |
Gateway Humanities Student’s Book, Unit 8, p. 102 Presentation kit |
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End 5 minutes |
4 SPEAKING What about you? Students discuss what they think about the Giant Rubber Duck. Elicit suggestions from students around the class. Homework: Assign students page 69 in their Workbook. |
Gateway Humanities Student’s Book, Unit 8, p. 102 Workbook |
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Additional information |
|
|||
Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Write this statement on the board: Modern art is rubbish. You could bring in some pictures of modern art to help stimulate the debate. Divide the class into two groups (for and against) and give them five minutes to prepare their arguments. Open the debate by asking each side to present their arguments. At the end of the debate, ask students to vote if they agree or not with the statement by raising their hands. Suggested arguments Against: A
lot of modern art is difficult to understand, although it really
makes you think. The ideas are usually very intelligent. child because it is so simple. Most of the time it’s meaningless.
|
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
|||
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve lesson objectives/learning objectives? If not, why? Did my planned differentiation work well? Did I stick to timings? 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 8. Grammar in context: Reported speech - questions. Lesson 86
Unit of a long-term plan: Different ways of living |
School:________________________________________
|
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Date: |
Teacher name: |
|||
Class: |
Number present: |
absent: |
||
Lesson title |
Reported speech: questions |
|||
Learning objective(as) |
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: - Differentiate reported questions from other questions Most learners will be able to: - Write questions using reported speech to ask partner a partner about art, theatre, or music and answer them Some learners will be able to: - Write instructions as reported commands |
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Assessment criteria |
- To use reported speech, questions and commands |
|||
Values links |
Respecting each other |
|||
Cross-curricular |
Arts; Culture |
|||
Previous learning |
Reported speech |
|||
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 set exercise 1 for homework, and check answers in class. Test before you teach: Flipped classroom Set the Flipped classroom video and tasks for homework before the lesson. This will allow you to assess the needs of the students before the class. Students can then move on to the relevant grammar practice activities.
Reported speech – questions 1 Students look at the direct and reported questions and decide if the rules are true or false. Answers 1T2T3T4F5T TEACHER DEVELOPMENT: LANGUAGE. Reported questions (See Teacher’s Book, page 115). |
Gateway Humanities Student’s Book, pages 102-103 Flipped classroom video and worksheet: Reported speech Unit 8 (Teacher’s Resource Centre) |
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Middle 25 min |
2 Students choose the correct alternative.
Answers 3 Students complete the reported questions. Answers 1 She asked him if he (had) liked the exhibition. 2 She wanted to know who his favourite artist was. 3 She asked him if he often visited art galleries. 4 She asked him if he would recommend the exhibition to other people. 5 She wanted to know why he had decided to see the exhibition. 6 She wanted to know if he was going to buy anything in the shop. 7 She asked him if he had ever bought an original painting. 4a SPEAKING Students write five questions to ask a partner about art, theatre or music. 4b Students take it in turns to ask and answer the questions. 4c Students change partners and tell their new partner the five questions their first partner asked them and their answers. Refer students to the example. Reported speech – commands 5 Students look at the direct and reported commands and then answer the questions. Answers 1 The most common verbs are ask and tell. Ask is a request and tell is an order. 2 We use to + infinitive in the reported command (i.e. the imperative changes to the infinitive). 3 Not comes before to + infinitive, i.e. not to do. TEACHER DEVELOPMENT: LANGUAGE. Reported commands. (See Teacher’s Book, page 115). 6 Students report the commands. Answers 1 The
teacher told the class to pay attention. |
Gateway Humanities Student’s Book, pages 102-103
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End 5 minutes |
7 SPEAKING Divide the class into two teams. The teams take it in turns to try and remember things that teachers asked or told them to do this week. They score one point for each correct sentence. Draw students’ attention to the example sentences.
Homework: Assign students page 70 in their Workbook. |
Gateway Humanities Student’s Book, pages 102-103 Workbook
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? +Extra activity Students write the teachers’ instructions as reported commands. In pairs, students take it in turns to practise reading aloud the reported commands. +Extra activity Students write the conversation they had in exercise 4c in reported speech. In pairs, students take it in turns to practise reading aloud the reported conversation with the correct intonation. |
Assessment – how are you planning to check students’ learning? - Feedback - Positive reinforcement - Peer review |
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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? |
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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 8. Developing speaking: Describing a past event. Lesson 87
Unit of a long-term plan: Different ways of living |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing speaking: Describing a past event |
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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 |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - listen to a teenager talking about a school trip and make notes Most learners will be able to: - describe the pictures and make the order of events clear Some learners will be able to: - describe a memorable school trip they went on following the diagram and using the expressions from the Speaking bank |
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Assessment criteria |
- describe past events and explain what order they happened in using words and expressions from the Speaking bank
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Values links |
Respecting each other |
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Cross-curricular |
Arts |
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Previous learning |
Leisure; Past tenses |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students could do exercise 6 at home and compare their answers in class WARMER Write the following groups of three words from the unit on the board. Students find the odd one out in each group and give reasons. Students could then invent another odd one out with vocabulary from the unit. classic masterpiece portrait sculpture painting still life gallery museum gig composer musician audience Answers A
classic
and a masterpiece are both important works of art, so
portrait
is the odd one out. A
gallery
and a museum are both places, a gig is a musical event, so gig is the odd one out.
Suggested answers a The picture shows a group of children at an art exhibition. There is a guide next to the paintings. b A group of young people are in the audience in a theatre or cinema. They are clapping and looking happy. c An orchestra with a conductor on a stage. d A girl is taking a photo of two friends in Paris. The Eiffel Tower is behind her. |
Gateway Humanities Student’s Book, Unit 8, p. 104 Presentation kit |
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Middle 25 min |
3 LISTENING 47 Play the track for students to listen to a teenager talking about a school trip that was special to her. Tell students to choose which pictures are similar to her experience. See p156 for the audioscript for this exercise.
Answers Pictures b and c
4 LISTENING 47 Students look at the diagram and make notes about what the teenager says. Play the track again if necessary. Suggested answers
Where we went: to see a play in English with English
teacher
5 LISTENING 47 Play the track again for students to tick the expressions in the Speaking bank that they hear. Answers At first (x 3), Next, Then, Later, Later on, After about half an hour, After a minute or two, Finally, In the end (x 2)
EXAM SUCCESS Students discuss how they can prepare for a speaking exam in which they have to talk about a past event. Tell students to turn to page 146 to compare their ideas. 6 Individually, students think about a memorable school trip they went on. Students copy the diagram from exercise 4 and make notes in the boxes.
PRACTICE MAKES PERFECT
7a SPEAKING In pairs, students take it in turns to
do the task. Tell students to ask questions to find out details and
to help their partner continue talking. Let students look at one
anothers’ diagrams. Remind students to use
Model description of a past event I remember
a school trip when I was in my first year |
Gateway Humanities Student’s Book, Unit 8, p. 104 Presentation kit |
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End 5 minutes |
7b SPEAKING Students change partners and do the task again. They should try to improve on their first performance. TEACHER DEVELOPMENT: CLASSROOM TIPS AND PLANNING Reformulating When students have practised the speaking task, they change partners and talk about the trip again. This is a good opportunity for them to think about what they could improve and to put their ideas into practice by reformulating their description. Monitor students the first time they describe their trip and give feedback on students’ performance (correct important errors, praise students for good active listening techniques, use of intonation, organisation of ideas, etc.).
Homework: Assign students page 71 in their Workbook. |
Gateway Humanities Student’s Book, Unit 8, p. 104 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY You can assign fast finishers Everyday English worksheet Unit (Teacher’s Resource Centre).
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Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 8. Developing writing: A film review. Lesson 88
Unit of a long-term plan: Different ways of living |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing writing: A film review |
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Learning objective(as) |
10.4.7 - recognize patterns of development in
lengthy texts [inter-paragraph level] on a range of general and
curricular topics; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - talk about the last film they saw Most learners will be able to: - learn and follow the structure of a film review Some learners will be able to: - write their reviews |
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Assessment criteria |
- write a film review using the Writing bank and following the paragraph plan
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Values links |
Respecting each other |
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Cross-curricular |
Arts; Culture |
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Previous learning |
Leisure; Writing |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 exercise 2 at home and check their answers at the start of the lesson. Alternatively, you could set the writing task in exercise 6 as homework. Allow students to read each other’s reviews in the next lesson. WARMER Write the word review on the board and ask students where you usually see them (online, in newspapers, magazines, etc.). Ask students if they think they usually contain facts or opinion or a mixture of both. Have a show of hands to see how many students look at reviews before they go to see a film, or go to a restaurant or buy music, etc. 1 SPEAKING Students work in pairs and talk about the last film they saw. 2 READING Students read the film review and answer the questions. Answers
The writer liked the plot, but generally he/she
loved everything about the film – an inspiring film, with great
characters and excellent actors. |
Gateway Humanities Student’s Book, Unit 8, developing writing: writing a film review, page 105
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Middle 25 min |
3 Students match the paragraphs with the descriptions of their content. Answers 1c2b3d4a 4 Students read the review again and answer the questions. Answers 5 Students put the headings in the correct place in the Writing bank. Check that students understand the words and expressions in the box. Answers 1b2c3a4d PRACTICE MAKES PERFECT 6 Students look at the task and write their reviews using the Writing bank and the paragraph plan in exercise 3. For a less confident class, photocopy the model review on the next page and let students read through it before attempting the task. Refer students to the Writing bank on page 151. EXAM SUCCESS Ask students to think of their answer to the question, then turn to page 146 to compare their ideas. MODEL REVIEW The most
important film of the year!
The plot is exciting as the team work so hard
despite lots of obstacles and people not believing in them. It is
also a little bit sad as Alan Turing had a lot of difficulties in
his personal life both in his childhood and after the war. There
are some funny parts to the film too and Keira Knightley is
inspiring playing the role of Joan Clarke, one of the few female
code-breakers at the time. |
Gateway Humanities Student’s Book, Unit 8, developing writing: writing a film review, page 105 |
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End 5 minutes |
Encourage students to finish writing their review and proofread their reviews using the Writing Checklist. Homework: Assign students page 72 in their workbook
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Gateway Humanities Student’s Book, Unit 8, developing writing: writing a film review, page 105. Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? +EXTRA ACTIVITY/FAST FINISHERS In small groups, students read out their review without saying the name of the film. The other students have to guess which film it is and say whether or not they agree with the review.
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Assessment – how are you planning to check students’ learning?
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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? |
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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 8. Language checkpoint Unit 8/Summative assessment on Module 8. Lesson 89
Unit of a long-term plan:
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School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Language checkpoint Unit 8/Summative assessment on Module 8 |
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Learning objective(as) |
10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics |
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Level of thinking skills |
Understanding, Application, Analysis |
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Lesson objectives |
All learners will be able to: - rewrite the sentences in reported speech Most learners will be able to: - rewrite the reported speech questions in direct speech Some learners will be able to: - complete the sentences with the -ing or -ed form of adjectives |
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Assessment criteria |
- use reported speech accurately in writing - use vocabulary related to arts, theatre, and music |
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Values links |
Respecting each other |
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Cross-curricular |
Arts; Culture |
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Previous learning |
Reported speech |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students read the Grammar reference and Vocabulary sections on page 106 before completing the revision exercises on the following page. Grammar revision p. 107 Reported speech - statements 1 Students rewrite the sentences in reported speech. Answers 1 She said she was happy to be there that day. 2 She told me she was writing a play. 3 She said she had never written a play before. 4 She said that when she had finished she would choose the actors herself. 5 She told me she was inspired by a trip to California the previous year. 6 She said she might go to the US again the following year. 7 She said she had to go then because her manager was waiting for her |
Gateway Humanities Student’s Book, Unit 8, p. 107 Presentation kit |
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Middle 25 min |
Reported speech - questions 2 Students rewrite the reported questions in direct speech. Answers 1 ‘What are you doing here?’ 2 ‘When did you arrive?’ 3 ‘Do you know what the answer is?’ 4 ‘Have you ever written a poem?’ 5 ‘What will you do with the money?’ 6 ‘How many pages has the book got/does the book have?’ 7 ‘Is that bag yours?’
Reported speech - commands 3 Students write the direct commands.
Answers
2 ‘Don’t panic!’
5 ‘Get ready!’
Vocabulary revision p. 107 ARTISTS 1 Students complete the words to match the definitions. Answers 1 conductor 2 drummer 3 singer-songwriter 4 composer 5 sculptor 6 vocalist
ARTS, THEATRE, MUSIC 2 Students complete the definitions.
Answers
2 we sing
6 a person
ADJECTIVES ENDING IN -ING OR -ED 3 Students complete the sentences with the -ing or -ed form of the words given.
Answers |
Gateway Humanities Student’s Book, Unit 8, p. 107 Presentation kit |
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End 5 minutes |
Homework: Assign students page 73 in their Workbook. |
Gateway Humanities Student’s Book, Unit 8, p. 107 Workbook |
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Additional information |
|
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY You can assign fast finishers Grammar practice extension worksheet and/or Grammar communication activity Unit 8: Friends (Teacher’s Resource Centre).
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Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 8. CLIL: History and PE. Lesson 90
Unit of a long-term plan: Different ways of living |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
CLIL: History and PE |
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Learning objective(as) |
10.1.8 - develop intercultural awareness through
reading and discussion; 10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - make and discuss their hypotheses on the origin of some sports Most learners will be able to: - discuss the origins of some of the modern-day sports and sporting events and where and why they were played Some learners will be able to: - present information on the origin of a sport that interests them |
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Assessment criteria |
- discuss the development of sport in ancient times using the words and expression from the Vocabulary focus and justifying their answers
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Values links |
Respecting each other |
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Cross-curricular |
History; Physical Education |
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Previous learning |
Sports |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. WARMER Talk about sports with the students. Discuss which sports they enjoy playing and which they aren’t so keen on. Do they favour team sports or individual sports? Do they play any sports at competition level? What sports do they enjoy watching the most? Have they ever been to any live sporting events?
1 Students look at the sports and, in pairs, decide
when they think they originated. 20th century cycling snowboarding 19th century judo rugby tennis earlier baseball football golf |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 8, CLIL History and PE
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Middle 25 min |
2 Students read the article and answer the questions Answer The first sport in Ancient Greece was probably athletics in the form of gymnastics and running. The Greeks would run races in honour of soldiers who had died, which was at competitive level and which then developed into competitions like the Olympics. Before reading the article again, write the words in the Vocabulary focus box on the board and ask students to find them in the text. Pre-teach some of the more complex words if necessary. VOCABULARY FOCUS
Bronze Age [n]: period of human culture characterised by
the use of bronze (a hard brown metal) for implements and
weapons
hurling [n]: a game similar to hockey that is popular in
Ireland
3 Students read the article again in detail and decide if the statements are true or false.
Answers 1F 2F 3F 4T 5T 6F 7T 8F
4 Focus the students’ attention on the sports mentioned in the text and ask them to scan the text to find the correct answers. They then write the correct numbers next to the sentences.
Answers
5 In pairs, students discuss the questions. Elicit answers from the class and talk about their thoughts on participating in sports.
DID YOU KNOW? Direct the students’ attention to the Did you know box? Read the interesting facts about the modern Olympic games. |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 8, CLIL History and PE
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End 5 minutes |
Homework: Assign students the PROJECT in their CLIL worksheet. PROJECT 1 In pairs, students choose a sport that interests them and that they would like to research the history of. Students do their research in books or online to find out about the sport. Encourage students to use photos or illustrations where possible to support their findings. 2 The pairs decide how best to present their video recording and show the photos and/or illustrations to the rest of the class. Allow some class time for preparation and set deadlines for students to record their information on video and present to the class. |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 8, CLIL History and PE, project |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS Ask fast finishers to list their favourite sports that they enjoy watching during different competitions including the modern Olympic games.
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Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 9. Independent project.
Module 9. Vocabulary: nations. Lesson 91
Unit of a long-term plan: Independent project |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Vocabulary: nations |
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Learning objective(as) |
10.1.8 - develop intercultural awareness through
reading and discussion; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - match the types of government with the explanations Most learners will be able to: - discuss the questions and write down their answers related nations, states, and politics Some learners will be able to: - write a short description of a country of their choice or any imagined country using the vocabulary from exercises 1, 3 and 5 |
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Assessment criteria |
- talk about nations, states, and politics using relevant vocabulary and justifying the arguments |
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Values links |
Respecting each other |
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Cross-curricular |
Geography |
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Previous learning |
Countries around the world |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. 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 Nations In pairs, students match the words to the photos of the United Kingdom. Provide dictionaries if necessary. Answers d capital city e national anthem f prime minister/president 2 SPEAKING In pairs, students talk about the US using the words from exercise 1. Draw students’ attention to the examples. Suggested answers The
capital city of the US is Washington DC (though each state also has
its own capital). The US national anthem is ‘The Star-Spangled Banner’. The president in 2015 was Barack Obama. |
Gateway Humanities Student’s Book, Unit 9, vocabulary: talking about nations, states and politics, page 110 Presentation Kit
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Middle 25 min |
State and politics 3 Students match the types of government with the explanations. Answers 4 In pairs, students think of a country, in the present or past, for each type of government. Suggested answers democracy
– Sweden 5 Students read the text about the United Kingdom and match the underlined words with the definitions. Answers 6 SPEAKING In pairs, students discuss the questions. With a less confident class, students write down their answers before they do this as a speaking activity. You may like to practise this in open pairs across the class before students continue in closed pairs. |
Gateway Humanities Student’s Book, Unit 9, vocabulary: talking about nations, states and politics, page 110 Presentation Kit
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End 5 minutes |
Students ask and answer the questions. If time allows, students can provide a constructive positive feedback.
Homework: Assign students page 76 in their Workbook. |
Gateway Humanities Student’s Book, Unit 9, vocabulary: talking about nations, states and politics, page 110 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Students write a short description of a country of their choice or a fantasy country using the vocabulary from exercises 1, 3 and 5. They could read out their texts in small groups at the beginning of the next class, without saying the name of the country. Other students guess the name of the country(if it is a country of students’ choice) or ask questions (if it is a fantasy country). +EXTRA ACTIVITY Students
mark in the primary stress on the words in exercise 3 and practise
saying the words with the correct pronunciation. 4 /ˌkɒnstɪˈtuʃənl ˈmɒnəki/ |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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 9. Reading: Queen Elizabeth and the boy from Bisley. Lesson 92
Unit of a long-term plan: Independent project |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Reading: Queen Elisabeth and the boy from Bisley |
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Learning objective(as) |
10.1.9 - use imagination to express thoughts, ideas, experiences and feelings; 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 |
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Level of thinking skills |
Analysis, Evaluation, Creation |
|||
Lesson objectives |
All learners will be able to: - read the text and explain the title Most learners will be able to: - read the text and answer the questions Some learners will be able to: - Write reading comprehension questions to test their partner or the class |
|||
Assessment criteria |
- Respond to questions using the relevant vocabulary and justifying their answers |
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Values links |
Respecting each other |
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Cross-curricular |
History |
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Previous learning |
History of the English-speaking countries |
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Plan |
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|||
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 Students could complete exercises 2 and 3 at home, using their Macmillan Online Dictionary if necessary. WARMER Play Hot Seat to start the class. Divide the class into two teams, A and B. A volunteer from Team A sits with their back to the board. Write a word from the previous lesson on the board. Team A defines the word for the volunteer student to guess in one minute. After one minute, it is Team B’s turn to define words. The team that describes the most words in one minute wins the round. 1 In pairs, students ask and answer the questions. Nominate students to give their answers. 2 READING Students read the text and explain the title. Answers There is a conspiracy theory that Elizabeth I was really a boy from the village of Bisley. The real Elizabeth died unexpectedly and they were too afraid to tell the king so they used the boy from Bisley to pretend to be her. |
Gateway Humanities Student’s Book, Unit 9, page 111 Presentation Kit
|
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Middle 25 min |
3 Students read the text again and answer the questions. Check that less confident students understand the words significant, relationship and discovery. Encourage students to write full sentences for their answers. Suggested answers 1. Elizabeth I was born in 1533 and died in 1603. She reigned for almost fifty years. During the time her government was stable and England became an international power.
2. So that they formed links with other
nations. 4 CRITICAL THINKING Students think of their own response to the questions then compare their ideas with the class. Suggested answers Conspiracy theories exist to explain strange behaviour. There are lots of conspiracy theories because they are exciting and interesting and in history we never really know the whole truth. 5 Students look at the underlined words in the text, and guess their meaning before checking in a dictionary. Fast finishers can look up the meanings to other words they don’t know and teach the rest of the class when they’ve finished the task. Answers
reigned = ruled/was the leader of the country in
the position of queen or king
skin = the covering on your body wigs =
pretend hair, you put it on your head to cover baldness |
Gateway Humanities Student’s Book, Unit 9, page 111 Presentation Kit
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End 5 minutes |
6 SPEAKING What about you? Students ask and answer the questions in pairs. Homework: Assign students page 77 in their Workbook. |
Gateway Humanities Student’s Book, Unit 9, page 111 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Students write another reading comprehension question to test their partner or the class (e.g. Do historians believe the theory?). FAST FINISHERS/+EXTRA ACTIVITY Students make a mind map of the vocabulary they have come across so far, related to the theme of history. |
Assessment – how are you planning to check students’ learning?
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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? |
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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 9. Grammar in context: modal verbs of speculation - present and past. Lesson 93
Unit of a long-term plan:
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School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Grammar in context: modal verbs of speculation - present and past |
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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; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - distinguish the use of modal verbs depending on the degree of probability Most learners will be able to: - complete the sentences with past modals of speculation and deduction Some learners will be able to: - describe the place in the photo and make speculations and deductions using can’t, may, might, could, and must |
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Assessment criteria |
- make speculations and deductions in the present and past using modal verbs
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Values links |
Respecting each other |
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Cross-curricular |
Geography |
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Previous learning |
Modal verbs |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Using their Macmillan Online Dictionary, students could do exercise 1 at home and compare the spelling and pronunciation in the next lesson. Test before you teach Choose ten small objects at home and put each one in a paper bag numbered from one to ten. The items should not be visible. Pass the bags round the classroom for students to put their hands in and guess what the objects are. Some should be easy – a pen, some keys – but others should be more difficult to identify correctly, e.g. a CD that could be confused with a DVD. Elicit sentences using modal verbs in the present, e.g. It could/may/ might/must be a CD, it can’t be a credit card, etc.
1 Students look at the sentences and the verbs in blue and answer the questions. Check answers and ask students to compare the spelling of the words in blue with the way they are pronounced. In particular draw attention to the silent gh in might and l in could. Answers a must b can’t c may/may/could d infinitive without to
TEACHER DEVELOPMENT: LANGUAGE Modal verbs of speculation and deduction – present Modal verbs of speculation and deduction are used to express our degree of certainty about the present. ■ To speculate about a present situation/state, use modal verb + infinitive, e.g. He must be the king. ■ To speculate about an ongoing action, use modal verb + be + -ing, e.g. He might be waiting inside the shop. ■ If the situation is 90% impossible, use can’t. ■ If the situation is 50% possible, use might, may, could. ■ If the situation is 90% (im)possible/(un)likely, use must, can’t, couldn’t. Remind students that modal verbs do not take s in the third person present |
Gateway Humanities Student’s Book, Unit 9, pp. 112-113 Presentation kit |
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Middle 25 min |
2 Students choose the correct alternative. Answers Country 1 1 can’t 2 might 3 must
Country 2
3 Students make deductions about these flags using may, might, must and can’t.
Answers Flag 1 1 may/might 2 can’t 3 must Flag 2 1 can’t 2 may/might/could, may/might/could 3 must
4 SPEAKING In pairs, students discuss where the place is in the photo. Remind them to use can’t, may, might, could, must to make speculations and deductions. Draw students’ attention to the example.
Modal verbs of speculation and deduction - past
5 Students look at the sentences and answer the questions. Answer a must b can’t/couldn’t c may/might/could d past participle
TEACHER DEVELOPMENT: LANGUAGE Modal verbs of speculation and deduction – past
Modal verbs of speculation and deduction +
have
+ past participle are used
to express a degree of certainty about a past action or
situation. If we are guessing about an ongoing action in the past: modal verb + have + been + -ing
6a PRONUNCIATION 49 Play the track for students to listen to the two sentences and decide if we pronounce have the same way in both sentences. See p156 for the audioscript for this exercise.
Answers
6b 50 Play the track for students to note down if they hear the strong form (/hæv/) or weak form (/əv/). See p156 for the audioscript for this exercise.
Answer the weak form
6c 50 Play the track again for students to listen and repeat the sentences.
TEACHER DEVELOPMENT: PRONUNCIATION Modal verbs of speculation: strong and weak forms Function
words have ‘strong’ and ‘weak’ forms depending on whether they are
stressed or not. Point out to students that it is not necessary to
pronounce the weak forms to be understood, but it will help them
understand English much better if they learn the strong and weak
forms of the most common words. Students should know that if they
want to improve their accent, it’s important to use the weak form
of function words because it will help them speak faster and make
their speech sound more natural. |
Gateway Humanities Student’s Book, Unit 9, pp. 112-113 Presentation kit |
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End 5 minutes |
7 Students complete the sentences with past modals of speculation and deduction and the verbs given.
Answers
Homework: Assign students page 78 in their Workbook. |
Gateway Humanities Student’s Book, Unit 9,pp. 112-113 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? +EXTRA ACTIVITY To focus on form and meaning, set up a drill as follows. Write on the board: not true, possible and true. Say different phrases and point to the words on the board. Students say the sentence with the appropriate modal verb, e.g. He is Russian. (point to not true) = He can’t be Russian. FAST FINISHERS/+EXTRA ACTIVITY Students write three sentences to give clues about a country or flag of their choice. Tell them to model their sentences on the ones in exercises 2 and 3. They could read out their sentences for other students to guess the flag or country. +EXTRA ACTIVITY Bring into
class more photos of different places around the world. Number them
and pass them round the classroom. In pairs, students write +EXTRA ACTIVITY Describe a situation which is open to speculation and deduction and elicit some possible conclusions, e.g. When I walked into my house, the furniture was broken and there were papers all over the floor. No
students came to class this morning. The lights have gone
out. Refer students to the Grammar reference on page 120 if necessary. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 9. Developing vocabulary: adjective suffixes. Lesson 94
Unit of a long-term plan: Independent project |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing vocabulary: adjective suffixes |
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Learning objective(as) |
10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar 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; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - form adjectives from nouns by adding suffixes Most learners will be able to: - turn words intro adjectives and making necessary spelling changes Some learners will be able to: - complete a word formation close activity |
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Assessment criteria |
- talk about people, places, and things using adjectives and suffixes
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Values links |
Respecting each other |
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Cross-curricular |
Geography |
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Previous learning |
Word formation; Adjectives |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new 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 answers in class Adjective suffixes 1 Students write the words in two columns: noun or adjective. Answers Nouns: aristocracy, care, comfort, fame, luck, science, terror Adjectives: aristocratic, careful, careless, comfortable, famous, lucky, scientific, terrible, uncomfortable |
Gateway Humanities Student’s Book, Unit 9, p. 113 Presentation kit |
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Middle 25 min |
2 For each adjective, students underline the suffix which makes it an adjective, as in the example. Remind students that a suffix is a letter or group of letters added to the end of a word to make another word.
A good knowledge of English prefixes and
suffixes Answers careful, careless, comfortable, famous, lucky, scientific, terrible, uncomfortable
3 Students turn the words into adjectives and write them in the correct column. Remind them to be careful to make any necessary changes in spelling. Students could check the words in their dictionaries. Answers -y: hungry -able: enjoyable -ible: sensible -ful: helpful, useful -less: helpless, senseless, useless -al: natural, official -ous: dangerous, mysterious
EXAM SUCCESS Students discuss how they know if they need to add a suffix, a prefix or both to the word given in a word formation close activity. Tell them to turn to page 146 and compare their answers.
4 Students read the text and use the words given in capitals to form a word that fits in the gap. You could do the first one together as an example.
Answers d uncomfortable e careful f dangerous g unlucky h sensible |
Gateway Humanities Student’s Book, Unit 9, p. 113 Presentation kit |
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End 5 minutes |
Homework: Assign students page 79 in their Workbook. |
Gateway Humanities Student’s Book, Unit 9, p. 113 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Students think of more adjectives to write under each suffix in exercise 3, using their dictionary to check their words. They underline the primary stress in each word and practise the pronunciation. |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 9. Gateway to life skills: citizenship. Lesson 95
Unit of a long-term plan: Independent project |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Gateway to life skills: citizenship |
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Learning objective(as) |
10.2.5 - recognize the attitude or opinion of the
speaker(s) in unsupported extended talk on a wide range of general
and curricular topics, including talk on a limited range of
unfamiliar topics; 10.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - listen to four teenagers explaining why they are standing for election and matching issue from the text each speaker talks about Most learners will be able to: - propose and discuss solutions Some learners will be able to: - discuss other issues that are important to young people and what positive action can be taken to solve them |
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Assessment criteria |
- discuss the youth parliament and the social issues that affect young people using words and expressions from the Vocabulary focus and justifying their answers
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Values links |
Respecting each other |
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Cross-curricular |
Geography; History; |
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Previous learning |
Citizenship |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could ask students to do exercise 1 at home and compare their answers in pairs during the next lesson. WARMER 1 In pairs, students look at the advert and answer the questions. Nominate students to give their answers. Answers 1 a political party for young people 2 people between 11 and 18 who are interested in issues that affect society |
Gateway Humanities Student’s Book, Unit 9, pp. 114-115 Life skills video Unit 9: Considering social issues and Life skills video worksheet Unit 9 (Teacher’s Resource Centre) Presentation kit |
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Middle 25 min |
2 READING Students read the information in the advert and answer the questions. Answers 1 The UK Youth Parliament provides opportunities for young people to bring about social change. 2 MYPs are members of the Youth Parliament and they are elected every year. They organise different events and projects and they run campaigns.
3 Ask students to read the text again and say if the sentences are true or false. Fast finishers can correct the false sentences.
Answers 1 T 2 T 3 F 4 F 5 F 6 T 7 F
4 LISTENING 51 Tell students they are going to watch or listen to a video of four teenagers explaining why they are standing for election. Students write which issue from the text in exercise 2 each speaker talks about. See pp156–157 for the audioscript/videoscript for this exercise.
Answers
Olivia: letting 16-year-olds vote in general
elections Jack: bullying in schools
5 LISTENING 51 Students watch or listen again and match sentences a–h with the speakers. Give students time to read through the sentences first. Answers Olivia: e, f Jack: b, d Luke: a, h Chloe: c, g
6a SPEAKING In pairs, students talk about the issues that appear at the end of the text in exercise 2 and grade them in importance from 1 to 5. You could add up the scores to have an idea of what the class thinks is important.
6b Students say what they think they can do about
these issues. Help less confident students by giving
6c Students think of other issues that are important to young people and what positive action can be taken to solve them. |
Gateway Humanities Student’s Book, Unit 9, pp. 114-115 Life skills video Unit 9: Considering social issues and Life skills video worksheet Unit 9 (Teacher’s Resource Centre) Presentation kit |
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End 5 minutes |
Homework: Assign students the LIFE TASK in their Student’s Book.
LIFE TASK Tell students they are going to prepare a manifesto for an important issue to present to the class.
Students decide what they think is the most important issue for people their age. Remind them to look back at their ideas in exercise 6c.
Students prepare a short manifesto explaining the issue and what should be done.
Students present their manifesto to the class. At the end of the presentation, students have a class vote to choose the best three manifestos |
Gateway Humanities Student’s Book, Unit 9, Gateway to life skills, life task
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Ask students to close their books and write the following numbers from the text on the board: 11–18; 600; one million; 850,000; zero. Ask students to work in pairs and see if they can remember what each of the numbers refers to. Answers
11–18: the age of UK Youth Parliament members
600: the number of representatives in the UK
Youth Parliament zero: tolerance to bullying in schools |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 9. Listening/grammar in context: using the third conditional. Lesson 96a
Unit of a long-term plan:
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School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Listening/grammar in context: using the third conditional |
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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; |
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Level of thinking skills |
Understanding, Application, Analysis |
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Lesson objectives |
All learners will be able to: - describe the photo and answer the questions Most learners will be able to: - listen to two people talking about the event and complete the notes with specific information Some learners will be able to: - talk about the film Invictus and give their opinion on it |
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Assessment criteria |
- talk about the 1995 Rugby World cup final using relevant vocabulary and justifying their answers
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Values links |
Respecting each other |
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Cross-curricular |
Geography; History |
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Previous learning |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. WARMER Write
South Africa on the board and give students two minutes to
brainstorm in pairs all the things they associate with the country
(e.g. Nelson Mandela, Cape Town, wine, safaris, hot weather, rugby,
etc.). 1 In pairs, students look at the photo, describe it and answer the question. If they don’t know the answer, tell them to guess. Answers 1995 Rugby World Cup final; Nelson Mandela, the South African president, appeared at the match wearing a South African rugby top. |
Gateway Humanities Student’s Book, Unit 9, p. 116 Presentation kit |
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Middle 25 min |
EXAM SUCCESS Tell students they are going to do a gap completion activity and to think about how it can help them to read the notes before they listen. Then ask them to turn to page 146 to check their ideas. 2 LISTENING 52 Play the track for students to listen to two people talking about the event in exercise 1 and complete the notes with one to three words or numbers. With a less confident class, pre-teach the words prison – somewhere a criminal goes when he/she has committed a crime; slogan – a short, memorable statement often used in advertising or political campaigning. See p157 for the audioscript for this exercise.
Answers
TEACHER DEVELOPMENT: CLASSROOM TIPS AND PLANNING Carrying out listening tasks (part 2) ■ Always give students a clear purpose for listening to motivate them. For example, if students know they have to do a speaking exercise on the same topic as the listening, they will probably pay more attention. ■ Make sure the context is clear (describe the situation and topic) and encourage students to predict content from key words in the questions, visual clues, etc. ■ Give students time to read the questions before they listen and ask if there is any vocabulary they don’t understand. ■ With less able students, it is a good idea to play the listening in short sections. After each section, ask students to discuss what they have understood in pairs or groups. Discussion in pairs is motivating, makes listening activities less threatening and gives you more information about how much students have understood. ■ If there is a difficult key phrase, pause the track and see if anyone can repeat it. Write the phrase on the board and then play that section again before continuing. ■ After the task is complete, give students a copy of the audioscript and allow students to listen again. This helps to reduce anxiety and confirms that they have understood. ■ After the listening, have a class discussion based on students’ reaction to the text: Have you had a similar experience? What would you do in this situation? Do you agree with the speaker? Would you like to do this? ■ For the European Language Portfolio dossier (see Unit 1, Teacher development box, Portfolio assessment – learning diaries) students could record the listening activities they have done in class on a self-evaluation sheet. Ask them to write the subject, date and evaluate their progress. I understood the first time I listened. 1 2 3 4 5 I understood when we had finished listening. 1 2 3 4 5 I understood after listening with the audioscript. 1 2 3 4 5 |
Gateway Humanities Student’s Book, Unit Presentation kit |
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End 5 minutes |
3 SPEAKING What about you? Students talk about the film Invictus and give their opinion on it. If they haven’t seen it, would they like to?
Homework: Assign students page 79 (listening) and/or page 80 (grammar) in their Workbook. |
Gateway Humanities Student’s Book, Unit Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Ask students to research another important historical sports event and find out what happened and why it was so important. Students present their findings to the rest of the class.
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Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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 9. Listening/Grammar in context: using the third conditional. Lesson 96b
Unit of a long-term plan:
|
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
||
Lesson title |
Listening/Grammar in context: using the third conditional |
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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 |
Analysis, Evaluation, Creation |
|||
Lesson objectives |
All learners will be able to: - differentiate between zero, first, second, and third conditionals Most learners will be able to: - read the situations and write sentences in third conditional Some learners will be able to: - ask and answer questions using the third conditional |
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Assessment criteria |
- use the third conditional to speculate about the past and what could have happened if things had gone differently
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Values links |
Respecting each other |
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Cross-curricular |
History; Geography |
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Previous learning |
Conditionals |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK You could ask students to complete exercise 1 for homework Test before you teach: Flipped classroom Set the Flipped classroom video and tasks for homework before the lesson. This will allow you to assess the needs of the students before the class. Students can then move on to the relevant grammar practice activities.
In order
to find out how much students know about the third conditional, ask
some questions about South Africa. What would have happened if the New Zealand team hadn’t been ill? 1 Students look at the sentences in the third conditional and answer the questions. Answers 1 We use the past perfect in the if clause. 2 We use would have + the past participle of the verb. 3 No, it can come second. 4 We know ’d is had if it is in the if clause. 5 We use the third conditional for imaginary situations in the past
TEACHER DEVELOPMENT: LANGUAGE Third conditional The past is past and cannot be changed. We use the third conditional to speculate about the past and what could have happened if things had gone differently. The third conditional gives the imaginary result, or consequence, of an unreal past. ■ The third conditional is formed by an if clause and a main clause. The if clause can come first or second: if it comes first, the clauses are separated by a comma, but if it comes second, a comma is not necessary, e.g. I would have got to work on time if my alarm clock had gone off. ■ The main clause in a third conditional sentence can contain any of the modal verbs would, could or might according to the meaning we wish to convey. ■ Remind students that we often use just the main clause if the if clause can be implied rather than spoken, e.g. I wouldn’t have said so. ■ It is common to use contractions with this language, particularly when it is spoken, e.g. If I’d studied harder, I’d have passed the exam. |
Gateway Humanities Student’s Book, Unit 9, pp. 116-117 Flipped classroom video Unit 9: Third conditional and Flipped classroom video worksheet Unit 9: Third conditional (Teacher’s Resource Centre) Presentation kit |
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Middle 25 min |
2 Students read the sentences and choose the correct alternative.
Answers 3 have survived, hadn’t 4 thought, hadn’t fallen 5 have, had 6 hadn’t, would have
3 Students read the text and complete the sentences with the correct form of the verb given. Answers 1 hadn’t thought, wouldn’t have been
2 would have taken, had found
4 Students read the situations and write sentences in the third conditional. Draw their attention to the example sentence. Answers
2 If I hadn’t studied a lot, I wouldn’t have got
ten in the exam.
4 I would have bought you a present if I had had
some money.
6 If we had known they were such horrible people,
we wouldn’t have become their friends.
5 Students complete the sentences with the third conditional using their own ideas. Nominate students to share their answers in open class.
6a SPEAKING In pairs, students take it in turns to ask and answer the questions. With a less confident class, students can make notes that they refer to during the speaking activity. They then swap partners and try again without using their notes. |
Gateway Humanities Student’s Book, Unit 9, pp. 116-117 Presentation kit |
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End 5 minutes |
6b SPEAKING Individually, students write five similar questions. They take it in turns to ask and answer the questions with their partner. Draw their attention to the model dialogue. Homework: Assign students page 80 in their Workbook. |
Gateway Humanities Student’s Book, Unit 9, pp. 116-117 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Ask students to read out their sentences practising the pronunciation of the contracted forms in the third conditional. +EXTRA ACTIVITY If students are finding it difficult to understand the concept and form of the third conditional, give them extra practice. Tell students a story about a terrible day you have had. List the events (your alarm clock didn’t go off on time, you overslept, you couldn’t find your car keys, you left your house keys inside the house, etc.). Ask students to re-imagine the story as a different past, and ask them to give you correct third conditional sentences, e.g. If your alarm clock had gone off, you wouldn’t have overslept, etc. Students could then write a similar story. Refer students to the Grammar reference on page 120 if necessary. You can also assign fast finishers Grammar communication activity Unit 9: Six things and/or Grammar practice worksheet Unit 9 (Teacher’s Resource Centre). |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 9. CLIL Geography (independent project). Lesson 97
Unit of a long-term plan: Independent project |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
CLIL Geography (independent project) |
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Learning objective(as) |
10.1.8 - develop intercultural awareness through
reading and discussion; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - Skim the text, understand the specific information, and answer the questions Most learners will be able to: - discuss on the origins of language, inhabitants and the ethnicity of their country. Some learners will be able to: - present information about English-speaking countries |
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Assessment criteria |
- talk about different countries and discuss their physical and human geography - use relevant vocabulary |
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Values links |
Respecting each other and different cultures |
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Cross-curricular |
Geography; History; Culture; Languages |
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Previous learning |
English-speaking countries |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings, organisational moment, and warmer. Teacher introduces a new topic, learning objectives, and assessment criteria. Checking homework. WARMER Set students a time limit of 30 seconds. In pairs, they brainstorm as many English-speaking nations as they can think of. Write feedback on the board. Students will find out how many they have correct during the course of the lesson. 1 Students look at the list of countries and territories and decide, in pairs, which ones they think have English as an official language. They then tick those nations. Find out from the students why they think these countries speak English. Explain that it is usually because they were once British colonies or have a strong connection with the UK. Answers Canada, Hong Kong, India, Kenya, Malta, South Africa, Wales 2 Students read the texts and answer the question. Answer Ireland was never a British colony, but its proximity to the UK means it has always had a strong connection with its neighbour. The English language as we know it today evolved in Ireland at the same time as it did in England, following the Norman Conquest in the 11th century. Before reading the text again, write the words in the Vocabulary focus box on the board and ask students to find them in the text. Pre-teach some of the more complex words if necessary. VOCABULARY FOCUS
ancestry
[n]: the people related to you who lived a long
time ago
fjord
[n]: a
narrow section of sea between high rocks hazard
[n]: something that could be dangerous or cause
damage or accidents low-lying [adj]: not very high |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 9, CLIL
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Middle 25 min |
3 Students read the texts again in detail and write the country or countries.
Answers 4 Singapore 5 Barbados, New Zealand 6 Ireland 7 New Zealand 8 Barbados 9 Singapore, Barbados 10 New Zealand 4 Students complete the fact files with appropriate answers from the texts. Answers
Ireland
Barbados
Singapore
New Zealand 5 In pairs, students discuss the questions. Elicit answers from the class and talk about their thoughts on the origins of language, inhabitants and the ethnicity of your country.
DID YOU KNOW? Direct the students’ attention to the Did you know? box and read the interesting facts about the English language. |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 9, CLIL |
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End 5 minutes |
Homework: Assign students the PROJECT in their CLIL worksheet. PROJECT 1 In pairs, students prepare a poster that profiles two English-speaking countries. Students do their research in books or online to find out all they can about the countries. 2 Students prepare their posters. Encourage them to use photos or illustrations where possible to support their findings. Allow some class time for preparation and set deadlines for students to make their posters and prepare to the class. |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 9, CLIL, project ((You can modify the project task and ask students to prepare a poster about Kazakhstan) |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY Ask fast finishers to start working on the project. Alternatively, you can assign fast finishers the Culture/Everyday English worksheets (Teacher’s Resource Centre).
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Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 9. Language checkpoint Unit 9/Summative assessment on Module 9. Lesson 98
Unit of a long-term plan: Independent project |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Language checkpoint Unit 9/Summative assessment on Module 9 |
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Learning objective(as) |
10.3.7 - use appropriate subject-specific
vocabulary and syntax to talk about a range of general and
curricular topics; |
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Level of thinking skills |
Application, Analysis, Evaluation |
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Lesson objectives |
All learners will be able to: - complete the sentences with must, may or can’t Most learners will be able to: - form the third conditional sentences Some learners will be able to: - match the words and write simple definitions |
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Assessment criteria |
- use modal verbs of speculation and deduction in past and present, and third conditional accurately - use relevant vocabulary related to nations, state and politics |
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Values links |
Respecting each other |
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Cross-curricular |
Geography; History |
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Previous learning |
Modal verbs; Conditionals |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students read the Grammar reference and Vocabulary sections on page 120 before completing the revision exercises on the following page. Grammar revision p. 121 Modal verbs of speculation and deduction - present 1 Students complete the sentences with must, may or can’t. Answers 1can’t 2must 3must 4may 5can’t 6 may Modal verbs of speculation and deduction - past 2 Students complete the sentences with must, might or can’t and the correct form of the verb given. Answers 1 can’t have seen 2 might have seen 3 must have come 4 must have rained 5 can’t have snowed 6 might have done 7 can’t have eaten |
Gateway Humanities Student’s Book, Unit 9, p. 121 Presentation kit |
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Middle 25 min |
Third conditional 3 Students use the correct form of the verbs in the box to complete the third conditional sentences. Third conditional
Answers
Vocabulary revision p. 121 NATIONS 1 Students complete the sentences with the correct words. Answers 1 capital city 2 national anthem 3 flag 4 president 5 monarchy, king 6 currency
STATE AND POLITICS 2 Students match the words and write simple definitions. Answers 1 general elections – occasions when you can vote for a government 2 run a country – manage the way a country works 3 political party – a group of people with similar political ideas 4 prime minister – the person who leads the government that is in power 5 constitutional monarchy – a country ruled by a king or queen whose powers are limited by a set of basic laws
ADJECTIVE SUFFIXES 3 Students complete the sentences with the adjective form of the words in the box. Answers 1 hungry 2 careless 3 artistic 4 sensible |
Gateway Humanities Student’s Book, Unit 9, p. 121 Presentation kit |
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End 5 minutes |
Homework: Assign students page 83 in their Workbook. |
Gateway Humanities Student’s Book, Unit 9, p. 121 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS/+EXTRA ACTIVITY You can assign fast finishers the Grammar practice and/or Grammar practice extension, Everyday English worksheet (Teacher’s Resource Centre). |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 9. Developing speaking: Describing photos. Lesson 99
Unit of a long-term plan: Independent project |
School:_________________________________________ |
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing speaking: Describing photos |
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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; 10.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - listen to a student talking about the photos and take notes Most learners will be able to: - write key questions to describe a photo Some learners will be able to: - choose a photo and describe it using expressions from the Speaking bank |
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Assessment criteria |
- describe photos using expressions from the Speaking bank
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Values links |
Respecting each other |
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Cross-curricular |
History |
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Previous learning |
Giving descriptions |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings and organisational moments. Teacher introduces a new theme, learning objectives, and assessment criteria. Checking homework. FAST TRACK Students could do exercise 1 at home and ask their questions in pairs in class. WARMER Write the
following sets of vocabulary from the unit on the board. currency flag anthem aristocrat Students find the odd one out in each group and give reasons. Students could then invent another odd one out with vocabulary from the unit. Answers president is the odd one out because it is not a member of
the royal family aristocrat is the odd one out because it is not a national symbol
Suggested answers
Who can you see in the picture? |
Gateway Humanities Student’s Book, Unit 9, p. 118 Presentation kit |
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Middle 25 min |
2 LISTENING 53 Play the track for students to listen to a student talking about the photo. Students listen to find out if she answers any of their questions and make a note of her answers. See p157 for the audioscript for this exercise. 3 LISTENING 53 Students listen again and tick the expressions they hear. Answers
I imagine ..., I’m not sure but ..., It must be
...,
PRACTICE MAKES PERFECT 4a Students look at the task. In pairs, students each choose a photo and, individually, spend three minutes preparing to talk about it. 4b SPEAKING Students take it in turns to do the task. Remind them to use the expressions from the Speaking bank. For students who are less confident, photocopy the model description below for extra support during the speaking task. Ask them to change the information to include their own opinions. Remind them that if their partner stops, they should ask questions to help them. Monitor students, noting important errors and good use of language to go over in a short feedback slot at the end of this activity.
Model description Let me
see, I think this photo might be an important sports event. There
are lots of people in the crowd |
Gateway Humanities Student’s Book, Unit 9, p. 118 Presentation kit |
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End 5 minutes |
Encourage students to give positive and constructive peer feedback on the photo description activity. Homework: Assign students page 81 in their Workbook. |
Gateway Humanities Student’s Book, Unit 9, p. 118 Workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? FAST FINISHERS You can assign fast finishers Everyday English worksheet Unit 9 (Teacher’s Resource Centre). |
Assessment – how are you planning to check students’ learning? - Feedback -Peer review - Positive reinforcement |
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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? |
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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 9. Developing writing: Writing a story. Lesson 100
Unit of a long-term plan: Independent project |
School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
Developing writing: Writing a story |
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Learning objective(as) |
10.4.7 - recognize patterns of development in
lengthy texts [inter-paragraph level] on a range of general and
curricular topics; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - read the story about a girl who met the Prime Minister and reveal the order of events Most learners will be able to: - use narrative tenses in the Writing bank Some learners will be able to: - write a story following the model text and use a variety of tenses |
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Assessment criteria |
- use narrative tenses carefully - use words and expressions that explain when or in what order the events happen |
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Values links |
Respecting each other |
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Cross-curricular |
History; Geography |
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Previous learning |
Writing |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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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 5 as homework. WARMER Hold a spelling match as a fun, competitive way of revising vocabulary and practising spelling. Choose vocabulary you wish to test from the unit so far and divide the class into two teams (A and B). First, read out word one to Team A for them to spell it together, letter by letter. If they spell the whole word correctly, they score one point. However, if at any point they call out an incorrect letter, the ‘part-word’ is handed over to Team B to complete (and back again if they make an error). This proceeds until one team finishes off the word. The team with the most points wins the game Answers 1 She won the chance to meet the Prime Minister after entering a competition where she had had to write ten things she would do if she were the Prime Minister. 2 10 Downing Street in a big black car 3 excited and happy 2 Students read the story again and underline the words and expressions in the text that helped them understand when or in what order the events in the story happened. Suggested answers A few months ago, At first, On Wednesday, after school, After about 40 minutes, By the end, |
Gateway Humanities Student’s Book, Unit 9, page 119 Presentation Kit
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Middle 25 min |
3 Students look at the Writing bank and match the tenses and verbs with their uses in the story. Refer students to the Writing bank on page 151 Answers 1d2e3a4b5c 4 Students read the story again and find an example of each of the narrative tenses in the Writing bank
Answers 1 past simple: When Amy finished reading the email, she thought ... 2 past continuous: Amy was waiting nervously at home ... 3 past perfect: A few months ago, Amy had entered a competition. 4 used to: Amy used to dream of a moment like this ... 5 must/may/might/can’t have: She thought the email must have been a mistake or a joke.
PRACTICE MAKES PERFECT 5 Students do the task. Remind them to use narrative tenses carefully and include words and expressions that explain when or in what order the events happen. For students who are less confident, photocopy the model story for extra support during the writing task.
Model story When Amy finished reading the email, she thought ‘It can’t be true!’ She was sitting in her bedroom with her laptop and she was drinking a can of cola. She almost dropped it as she was so shocked! Six months before she had entered one of her paintings into a competition. She used to paint when she was younger, but she had given it up until she saw the competition and thought ‘I know, I’ll start painting again’. She waited patiently for the results, but after a few months she gave up. But then the email arrived in her inbox. At first she thought ‘This must be a mistake’, when the email said she had won 500 euros. But then she phoned the competition organizer to check it was real. The organizer confirmed she had won. ‘Wow!’ thought Amy, I must be quite good at painting after all! |
Gateway Humanities Student’s Book, Unit 9, page 119 Presentation Kit |
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End 5 minutes |
Students finish writing their stories. If time allows, in pairs, students use their personal checklists to review and give feedback on their partner’s work. Homework: Assign students page 82 in their Workbook.
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Gateway Humanities Student’s Book, Unit 9, page 119 Presentation Kit Workbook or online workbook |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? +EXTRA ACTIVITY Play a variation of the popular English parlour game Consequences where each person writes one line of a story. Hand out sheets of paper and give instructions to students, for example ‘write a female name’ (and the student writes ‘Lucy’). The student does this, then folds over the paper so the text is hidden, before passing it along to the next student on their right and receiving a new paper from the student on their left. They then wait for your next instruction, for example ‘complete the sentence using the past continuous’ (and the student writes ‘was swimming in the sea’). Continue using a variety of tenses. Then have each student open out the paper and read out the complete story they have ended up with. +EXTRA ACTIVITY/FAST FINISHERS In pairs, students use their personal checklists to review and give feedback on their partner’s work. |
Assessment – how are you planning to check students’ learning?
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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? |
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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 9. Summative assessment on Term 4 (Teachers choose assessment materials). Lesson 101
Module 9. Culture: Important events. Lesson 102
Unit of a long-term plan:
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School:________________________________________
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Date: |
Teacher name: |
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Class: |
Number present: |
absent: |
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Lesson title |
CLIL: Important events |
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Learning objective(as) |
10.1.8 - develop intercultural awareness through reading and discussion; 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; |
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Level of thinking skills |
Analysis, Evaluation, Creation |
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Lesson objectives |
All learners will be able to: - discuss the infographic and answer the questions Most learners will be able to: - discuss the reasons for the public holidays or ways of commemorating the public holiday in each country Some learners will be able to: - prepare a project about possible important events in their country |
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Assessment criteria |
- talk about important events in other cultures - use relevant vocabulary
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Values links |
Respecting each other and different cultures |
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Cross-curricular |
Culture; History |
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Previous learning |
Cultures around the words |
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Plan |
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Planned timings |
Planned activities (replace the notes below with your planned activities) |
Resources |
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Start 10 min |
Greetings, organisational moment, and warmer. Teacher introduces a new topic, learning objectives, and assessment criteria. Checking homework. WARMER Ask students to tell you all the public holidays you observe in your country. Write the list of public holidays and their dates on the board. Students will discuss why these holidays are observed in 1. 1 In pairs, students discuss the infographic and answer the questions. Answers 1 The number of public holidays in the UK is below average, and the number in Argentina is above average. In fact, the UK has one of the lowest number of public holidays in the world and Argentina the highest. 2 Spain has the highest number of public holidays in Europe. 3 Public holidays observe important days in a country, such as remembering an important person or event, celebrating achievements, festivals, etc. |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 9, Culture: Important events |
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Middle 25 min |
You can pre-teach some words from the Vocabulary focus. VOCABULARY FOCUS assassinate [v]: to kill a famous or important
person casualty [n]: someone injured or killed in military action
or an accident commemorate [v]: to show that you remember an important
person or event by having a special ceremony, or by creating a
special object march
[n]: a walk by
a group of people to a place in order to protest about
something parade
[n]: a public
celebration in which a large group of people move through an area,
often with decorated vehicles and bands playing
music 2a Ask students to read the texts about public holidays around the world and answer the question. Answers The US commemorates an individual (Martin Luther King Junior). 2b Students read the texts again and circle the correct words. Check answers as a class. Answers 2c Students read the sentences and decide if they are reasons for the public holiday or ways of commemorating the public holiday in each country. They then write the sentence numbers in the correct place in the table. When students have finished, elicit answers as a class. Answers
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Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 9, Culture: Important events |
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End 5 minutes |
Gateway to culture 3a Put students into pairs to discuss the questions. Then elicit their ideas as a class.
PROJECT 3b Explain to students that they are going to work in groups to prepare a survey to find out what event or which person deserves to be commemorated in their country or another country. Split the class into groups of four students, and ask one group to focus on their own country and the other groups to choose a different country that interests them. For Step 1, each student researches some of the points on the list. In Step 2, the groups prepare a survey, listing as many events or people as they think relevant for other groups to choose between. For Step 3, they prepare questions to ask their classmates on the event or person they wish to honour for their chosen country. 3c Students move around the classroom asking other groups what event or which person they would choose to be commemorated for a new public holiday in a particular country. They also ask their questions to find out why the event or person deserves to be chosen. When students have an overall winner for the new public holiday in their chosen country, they can compare with other groups to see who the overall winner is for the other countries and discuss. |
Gateway Humanities Teacher’s Resource Centre, Worksheets, Unit 9, Culture: Important events |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers? Ask fast finishers to discuss important events around the world. |
Assessment – how are you planning to check students’ learning?
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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? |
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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? |