Unit 1. Legend or truth

Teacher name:AbdulmaxutAinur,

7 Betkainar college

Grade: 10

Number present:

absent:

Theme of the lesson:

The wildest dream. Past Simple

Learning objectives(s) that this lesson is contributing to

10.C2 use reading, speaking and listening skills to provide sensitive feedback to peers

10.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics

10.R1 understand main points in extended texts on a range of familiar and some unfamiliar general and curricular.

10.UE.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;

Lesson objectives

All learners will be able to:

• appreciate the main idea of the text

• pick up and practice specific vocabulary related to the topic ‘The wildest dream’

• implement the key words and phrases to write about mountaineering expedition

Most learners will be able to:

• determine the features of the main characters

• spread topic related vocabulary to express their ideas about the mountaineering expedition

• represent the similarities and differences of the main characters in written form

Some learners will be able to:

• compile the main events of the text in chronological order

• compose their own mountaineering expedition

• express their attitude to the mountaineers

• appreciate the main idea of the text

• pick up and practice specific vocabulary related to the topic ‘The wildest dream’

• implement the key words and phrases to write about mountaineering expedition

Most learners will be able to:

• determine the features of the main characters

• spread topic related vocabulary to express their ideas about the mountaineering expedition

• represent the similarities and differences of the main characters in written form

Some learners will be able to:

• compile the main events of the text in chronological order

• compose their own mountaineering expedition

• express their attitude to the mountaineers

Assessment criteria

• compare main ideas of the texts and express their preferences;

• identify main ideas of the text “The wildest Dream” and make multiply choices answering questions;

• Express ideas clearly and logically in short writing description;

• Apply topic related vocabulary in speech.

Language objectives

Learners can:

• use specific phrases and vocabulary according to the topic

• use past simple tense

Level thinking skills

Application knowledge and comprehension

Understanding

Analyzing

Creating

Evaluating

Higher order thinking skills

Cross curricular links

Lesson is connected with PE

ICT skills

Using videos& pictures, working with URLs, PPT whiteboard and visual aids, cards, sheets of paper, computer

Previous learning

Legend or Truth?

Plan

Planned timings

Planned activities

Resources

Beginning

5 minutes

(W)Organizationmoment

Teacher greets the learners and asks some questions to organise class.

Date questions

Lesson objectives

Assessment criteria are discussed with learners

Students say wishes to each other.

Example: I wish you to be active

Lesson hook.

Warm up. Free talk.

• What is the meaning of the word combination `wildest dream`?

• What is your wildest dream today?

• What is the wildest dream you hope to achieve in your life?

• What`s your wildest dream that you want to achieve in life at any cost?

Quick Write strategy.

(W)Task 1. Pre-watching task “Do you know that?” Learners write as much information they know about Mount Everest which concerned today`s lesson.

Teacher shows PPT slide with pictures of Sir Edmund Hillary and Everest Mountain and asks learners some questions to activate prior knowledge:

- Who was Sir Edmund Hillary?

- How is he connected to Mount Everest?

Descriptors:

A learner:

• discusses given questions in a pair

• write as much information as they know about a topic for a short period of time

Differentiation is provided by support:

Less able students are supported through wait-time strategy, think-pair-share activity and visual aids.

More able students are challenged to have less thinking time.

Aim cards Assessment criteria table – whiteboard

PPT slide (useful phrases)

https://mpora.com/mountaineering-expeditions/edmund-hillary-facts/

Writing worksheet

Middle

30

minutes

Three-minute Pause Strategy:

Teacher shows video: “The Wildest Dream” stop any time during watching the video and give learners three minutes to review what has been said, summarize key ideas, and to ask clarifying questions:

- What do you think? Did these two brave men manage to reach the summit?

Descriptors:

A learner:

• discusses given questions in a pair

• recognize the names of characters

ThinkPad Brainstorming strategy: Teacher draws learners attention to the board and says that they are going to work in pairs. The task is to watch the video “The Wildest Dream” again and try to find the main idea of this video. Learners should work in collaboration with a neighbor and actively participate in a discussion and expressing their own ideas.

Descriptors:

A learner:

• works in a pair;

• participates in a discussion;

• shares own ideas;

• gives a constructive feedback on peer’s answers;

• gets a feedback from a peer.

Differentiation is provided by support:

Less able students are supported through wait-time strategy, think-pair-share activity.

More able students are challenged to have less thinking time.

Pre-reading (P, W)

Teacher distributes handouts to the learners to check their background knowledge about the first mountaineering expedition. Learners work in pairs.

Descriptors for less able students:

A learner:

• shares his/her ideas in a pair

• completes Web graphic organiser

Descriptors for more able students:

A learner:

• completes Web graphic organiser

• generates the main facts

Differentiation is provided by task:

Less able students are supported through think-pair-share activity and they complete Web graphic organiser

More able students are challenged with the opportunity to generate the main facts while completing Web graphic organiser

While-reading

(I, R)Teacher allows time to read the text focusing on the main aspects.

(
G, R, W)After reading the text teacher divides learners in a group of four and asks to compare the main characters. Learners use ‘Venn Diagram’ and present their ideas to the class.

Descriptors:

A learner:

• compares the main characters and writes facts about them

• presents his/her ideas clearly and logically

Think Pair Share Strategy:Listening and reading time approach

ex 3 p 6-7 – Students listen to the text and skim the text for understanding= Reading with remarks. Partners share their answers with another set of partners before the whole-class discussion.

• Their goal

• Mount Everest is

• At the level 240 meters die two mountaineers, their names…

• What happened 29 years before…

• The purpose of the expedition in 1999…

• 2007 Why did Anker returned….

• Why Anker failed to reach the summit in 2007…

• Whose body wasn’t found

Post-reading

Three-Step Interview: (G, W)

Students are presented asked some questions. Interview each other and share what they have learned with another team of two.

Group assessment

Descriptors:

A learner:

• works in a group

• uses topical vocabulary

• expresses his/her thoughts clearly and logically.

Differentiation is provided by learning styles:

Visual learners are supported by providing pictures and PPT slides

Auditory learners are supported with the possibility to work in groups

Kinesthetic learners are supported with the opportunity walking around and do mingle activity

Imagine this (W, G)

Teacher asks learners to imagine that they are mountaineers and they are going to compose and design their own expedition. Learners should use ‘Storyboard’ graphic organizer.

Descriptors:

A learner:

• names the expedition

• describes the expeditions

• draws a picture according to the short description

• evaluates groups’ answers

We are going to learn more about tenses which we have already learned before. Today’s theme is “past simple”. Here is the structure of each tense:

Past simple – the action which happened in the past. Affirmative form created by using verb-2 or with adding “–ed” to regular verbs. We also use adverbs such as “yesterday”, “… ago” and/ or “last …”, etc. For example: Leny learned German language last year.

Negative form created by using did + not + verb-1. For example: Leny did not learn German language last year.

Interrogative form created by using did + noun/pronoun + verb-1 ….? For example: Did Leny learn German language last year?

https://www.youtube.com/watch?v=fS0AmyWpuFE

https://www.youtube.com/watch?v=fS0AmyWpuFE

Handout 1

Handout 2

https://my.hrw.com/nsmedia/intgos/html/PDFs/Freeform_Web.pdf

Aspect 10. Students Book. Jenny Dooley – Bob Obee

Handout 3

https://teachables.scholastic.com/teachables/books/comparing-and-contrasting-venn-diagram-template-9780439774109_016.html

Жүктеу

ЖИ арқылы жасау

ЖИ арқылы жасау

Бөлісу

Материалға шағымдану

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

Жариялаған:

Абдулмаксут Айнур

29 Қазан 2021

1787

Шағым жылдам қаралу үшін барынша толық ақпарат жіберіңіз

Шағымды қалдыру

The wildest dream ағылшын тілі ҚМЖ 10 сынып

Тақырып бойынша 11 материал табылды

The wildest dream ағылшын тілі ҚМЖ 10 сынып

Материал туралы қысқаша түсінік

Unit 2 The wildest dream ағылшын тілі ҚМЖ 10 сынып aspect 10 grade short term lesson обновленка қысқа мерзімді жоспар

Материалды жүктеу

Материалдың қысқаша нұсқасы

	Unit 1. Legend or truth				Teacher name:AbdulmaxutAinur, 7 Betkainar college
	Grade: 10				Number present:			absent:
	Theme of the lesson:				The wildest dream. Past Simple
	Learning objectives(s) that this lesson is contributing to		10.C2 use reading, speaking and listening skills to provide sensitive feedback to peers 10.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics 10.R1 understand main points in extended texts on a range of familiar and some unfamiliar general and curricular. 10.UE.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;
	Lesson objectives		All learners will be able to: • appreciate the main idea of the text • pick up and practice specific vocabulary related to the topic ‘The wildest dream’ • implement the key words and phrases to write about mountaineering expedition Most learners will be able to: • determine the features of the main characters • spread topic related vocabulary to express their ideas about the mountaineering expedition • represent the similarities and differences of the main characters in written form Some learners will be able to: • compile the main events of the text in chronological order • compose their own mountaineering expedition • express their attitude to the mountaineers
			• appreciate the main idea of the text • pick up and practice specific vocabulary related to the topic ‘The wildest dream’ • implement the key words and phrases to write about mountaineering expedition Most learners will be able to: • determine the features of the main characters • spread topic related vocabulary to express their ideas about the mountaineering expedition • represent the similarities and differences of the main characters in written form Some learners will be able to: • compile the main events of the text in chronological order • compose their own mountaineering expedition • express their attitude to the mountaineers
	Assessment criteria		compare main ideas of the texts and express their preferences; identify main ideas of the text “The wildest Dream” and make multiply choices answering questions; Express ideas clearly and logically in short writing description; Apply topic related vocabulary in speech.
	Language objectives		Learners can: use specific phrases and vocabulary according to the topic use past simple tense
	Level thinking skills		Application knowledge and comprehension Understanding Analyzing Creating Evaluating Higher order thinking skills
	Cross curricular links		Lesson is connected with PE
	ICT skills		Using videos& pictures, working with URLs, PPT whiteboard and visual aids, cards, sheets of paper, computer
	Previous learning		Legend or Truth?
	Plan
	Planned timings	Planned activities							Resources
	Beginning 5 minutes	(W)Organizationmoment Teacher greets the learners and asks some questions to organise class. Date questions Lesson objectives Assessment criteria are discussed with learners Students say wishes to each other. Example: I wish you to be active Lesson hook. Warm up. Free talk. What is the meaning of the word combination `wildest dream`? What is your wildest dream today? What is the wildest dream you hope to achieve in your life? What`s your wildest dream that you want to achieve in life at any cost? Quick Write strategy. (W)Task 1. Pre-watching task “Do you know that?” Learners write as much information they know about Mount Everest which concerned today`s lesson. Teacher shows PPT slide with pictures of Sir Edmund Hillary and Everest Mountain and asks learners some questions to activate prior knowledge: - Who was Sir Edmund Hillary? - How is he connected to Mount Everest? Descriptors: A learner: discusses given questions in a pair write as much information as they know about a topic for a short period of time Differentiation is provided by support: Less able students are supported through wait-time strategy, think-pair-share activity and visual aids. More able students are challenged to have less thinking time.							Aim cards Assessment criteria table – whiteboard PPT slide (useful phrases) https://mpora.com/mountaineering-expeditions/edmund-hillary-facts/ Writing worksheet
	Middle 30 minutes	Three-minute Pause Strategy: Teacher shows video: “The Wildest Dream” stop any time during watching the video and give learners three minutes to review what has been said, summarize key ideas, and to ask clarifying questions: - What do you think? Did these two brave men manage to reach the summit? Descriptors: A learner: discusses given questions in a pair recognize the names of characters ThinkPad Brainstorming strategy: Teacher draws learners attention to the board and says that they are going to work in pairs. The task is to watch the video “The Wildest Dream” again and try to find the main idea of this video. Learners should work in collaboration with a neighbor and actively participate in a discussion and expressing their own ideas. Descriptors: A learner: works in a pair; participates in a discussion; shares own ideas; gives a constructive feedback on peer’s answers; gets a feedback from a peer. Differentiation is provided by support: Less able students are supported through wait-time strategy, think-pair-share activity. More able students are challenged to have less thinking time. Pre-reading (P, W) Teacher distributes handouts to the learners to check their background knowledge about the first mountaineering expedition. Learners work in pairs. Descriptors for less able students: A learner: shares his/her ideas in a pair completes Web graphic organiser Descriptors for more able students: A learner: completes Web graphic organiser generates the main facts Differentiation is provided by task: Less able students are supported through think-pair-share activity and they complete Web graphic organiser More able students are challenged with the opportunity to generate the main facts while completing Web graphic organiser While-reading (I, R)Teacher allows time to read the text focusing on the main aspects. ( G, R, W)After reading the text teacher divides learners in a group of four and asks to compare the main characters. Learners use ‘Venn Diagram’ and present their ideas to the class. Descriptors: A learner: compares the main characters and writes facts about them presents his/her ideas clearly and logically Think Pair Share Strategy:Listening and reading time approach ex 3 p 6-7 – Students listen to the text and skim the text for understanding= Reading with remarks. Partners share their answers with another set of partners before the whole-class discussion. Their goal Mount Everest is At the level 240 meters die two mountaineers, their names… What happened 29 years before… The purpose of the expedition in 1999… 2007 Why did Anker returned…. Why Anker failed to reach the summit in 2007… Whose body wasn’t found Post-reading Three-Step Interview: (G, W) Students are presented asked some questions. Interview each other and share what they have learned with another team of two. Group assessment Descriptors: A learner: works in a group uses topical vocabulary expresses his/her thoughts clearly and logically. Differentiation is provided by learning styles: Visual learners are supported by providing pictures and PPT slides Auditory learners are supported with the possibility to work in groups Kinesthetic learners are supported with the opportunity walking around and do mingle activity Imagine this (W, G) Teacher asks learners to imagine that they are mountaineers and they are going to compose and design their own expedition. Learners should use ‘Storyboard’ graphic organizer. Descriptors: A learner: • names the expedition • describes the expeditions • draws a picture according to the short description • evaluates groups’ answers We are going to learn more about tenses which we have already learned before. Today’s theme is “past simple”. Here is the structure of each tense: Past simple – the action which happened in the past. Affirmative form created by using verb-2 or with adding “–ed” to regular verbs. We also use adverbs such as “yesterday”, “… ago” and/ or “last …”, etc. For example: Leny learned German language last year. Negative form created by using did + not + verb-1. For example: Leny did not learn German language last year. Interrogative form created by using did + noun/pronoun + verb-1 ….? For example: Did Leny learn German language last year?							https://www.youtube.com/watch?v=fS0AmyWpuFE https://www.youtube.com/watch?v=fS0AmyWpuFE Handout 1 Handout 2 https://my.hrw.com/nsmedia/intgos/html/PDFs/Freeform_Web.pdf Aspect 10. Students Book. Jenny Dooley – Bob Obee Handout 3 https://teachables.scholastic.com/teachables/books/comparing-and-contrasting-venn-diagram-template-9780439774109_016.html Материалды жүктеу Жүктеу Сақтау Бөлісу ЖИ арқылы жасау Файл форматы: docx Шет тілі Сабақ жоспары 10 сынып 29.10.2021 1787 Жүктеу Сақтау ЖИ арқылы жасау Жариялаған: Абдулмаксут Айнур Бұл материалды қолданушы жариялаған. Ustaz Tilegi ақпаратты жеткізуші ғана болып табылады. Жарияланған материалдың мазмұны мен авторлық құқық толықтай автордың жауапкершілігінде. Егер материал авторлық құқықты бұзады немесе сайттан алынуы тиіс деп есептесеңіз, шағым қалдыра аласыз Қазақстандағы ең үлкен материалдар базасынан іздеу Сіз үшін 400 000 ұстаздардың еңбегі мен тәжірибесін біріктіріп, ең үлкен материалдар базасын жасадық. Төменде керек материалды іздеп, жүктеп алып сабағыңызға қолдана аласыз Іздеу Материал жариялап, аттестацияға 100% жарамды сертификатты тегін алыңыз! Ustaz tilegi журналы министірліктің тізіміне енген. Qr коды мен тіркеу номері беріледі. Материал жариялаған соң сертификат тегін бірден беріледі. Толығырақ Оқу-ағарту министірлігінің ресми жауабы Сайтқа 5 материал жариялап, тегін АЛҒЫС ХАТ алыңыз! Қазақстан Республикасының білім беру жүйесін дамытуға қосқан жеке үлесі үшін және де Республика деңгейінде «Ustaz tilegi» Республикалық ғылыми – әдістемелік журналының желілік басылымына өз авторлық материалыңызбен бөлісіп, белсенді болғаныңыз үшін алғыс білдіреміз! Жариялау Сайтқа 25 материал жариялап, тегін ҚҰРМЕТ ГРОМАТАСЫН алыңыз! Тәуелсіз Қазақстанның білім беру жүйесін дамытуға және білім беру сапасын арттыру мақсатында Республика деңгейінде «Ustaz tilegi» Республикалық ғылыми – әдістемелік журналының желілік басылымына өз авторлық жұмысын жариялағаны үшін марапатталасыз! Жариялау Министірлікпен келісілген курстар тізімі Химия пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Тарих пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Биология пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Ағылшын тілі пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ География пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Информатика пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Мектепке дейінгі білім беру бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ «Қазақ тілі» жəне «Қазақ əдебиеті» бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Дене шынықтыру пәні бойынша педагогтің пәндік және кәсіби құзыреттілігін дамыту 80/108 сағат Толығырақ Білім алушылардың білім сапасын арттыру мақсатында сабақта цифрлық технологияларды қолдану 80/108 сағат Толығырақ Инклюзивті білім беру жүйесінде ерекше білім беру қажеттілігі бар білім алушыға психологиялық-педагогикалық қолдау көрсету бойынша педагогтердің кәсіби және пәндік құзыреттіліктерін дамыту 80/108 сағат Толығырақ