5 сынып eyes open 1 6 unit сабақ жоспары

Long-term plan unit: Reading for pleasure

School: gymnasium№2

Lesson 1

Date:

Teacher’s name: G.Sukasheva

CLASS:

Number present:

absent:

Theme of the lesson: Learners read non-fiction books in Kazakh, English, Russian languages

Learning objective (s) that this lesson is contributing to

5.1.9.1- use imagination to express thoughts, ideas, experiences and feelings

5.3.3.1- give an opinion at sentence level on a limited range of general and curricular topics;

5.4.4.1- read with some support a limited range of short fiction and non-fiction texts;

Lesson objectives

All learners will be able to:

Most learners will be able to: • read a biography of Arthur Conan Doyle.•speak about Arthur Conan Doyle.

Some learners will be able to:

Value links

Respect, cooperation and transparency;

Success criteria

Identify the main information of a talk using supporting Information

Recognize the meaning of a story and extended talk with some support

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Cross curricular links

Literature

Plan

Stages of the lesson

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

Teacher’s notes

Beginning

Books closed. Ask: What things can we read? Elicit students’ answers, e.g. books, ebooks, blogs, text messages, social media posts, emails, websites, newspapers, magazines.

• Ask students to open their books at page 64.

• Refer students to the photograph and ask them to describe what they can see.

• Put students into pairs and give them a couple of minutes to answer the three questions.

• Ask two or three students to report back to the class on what their partner said about their reading habits, e.g. Yana likes reading alone in her room. She reads for an hour before she goes to sleep. Her favourite book is The Little Prince by Antoine de Saint-Exupйry.

Students’ own answers

Middle

• Books closed. Write Arthur Conan Doyle on the board.

• Elicit anything students know about the man. If students do not recognise the name, say that Doyle was a writer who is remembered for having created two characters who remain popular around the world.1 • Ask students to open their books at page 65. Focus their attention on the illustration and the photograph of Arthur Conan Doyle.

• Ask students to read the biography quickly to find out

which characters Doyle created.

Answers

Sherlock Holmes and Doctor Watson

End

• Check students’ understanding of the biography by asking some comprehension questions about it, e.g. When was Doyle born? (1859.) Where was Doyle born? (Edinburgh.)

What did he study at university? (Medicine – he wanted to

be a doctor.) When did he write his first story about Holmes and Watson? (1886.) How many stories did he write about

these characters? (56.) When did Doyle die? (1930.)

Homework

For homework, ask students to do some more

research into Arthur Conan Doyle and his stories

Additional Information

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Long-term plan unit: Reading for pleasure

School: gymnasium№2

Lesson 2

Date:

Teacher’s name: G.Sukasheva

CLASS:

Number present:

absent:

Theme of the lesson: The hound of the Baskervilles. Part 1

Learning objective (s) that this lesson is contributing to

5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics;

5.4.2.1- understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics;

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

Lesson objectives

All learners will be able to:

• read an extract from the The Hound of the Baskervilles.

• practise reading for gist (also called skim reading).

• write a description of a scene from a film or book.

Some learners will be able to:

Value links

Lifelong learning.

Success criteria

Identify the main information of a talk using supporting Information

Recognize the meaning of a story and extended talk with some support

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Cross curricular links

Literature

Plan

Stages of the lesson

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

Teacher’s notes

Beginning

Middle

A story

1 • Write The Hound of the Baskervilles on the board. Tell

students that this is one of Doyle’s most famous stories.

• Explain that a hound is a type of dog used for hunting. Drill the pronunciation of the word: /haʊnd/. Explain that the Baskervilles are a family, and they are characters in the story.

Drill the pronunciation: /ˈbaskəvɪlz/.

• Before students read the extract from the story, read out

the information in the Get reading box. Tell students that

reading quickly to get a general sense of the meaning of

a text is called skim reading or reading for gist. Elicit why

it is such an important skill – because we do not always

have time to read slowly; being able to skim read well is

particularly useful in exams.

• Read out the types of story in the box. Make sure students understand the differences. You can check students’ understanding by eliciting examples of each type of story.

• Students work alone to read the extract quickly to

determine the type of story it is.

• Check answers.

A mistery story

2 • Read out the questions. Check students’ understanding of the word huts. Note that there is a translation of this word underneath the extract on page 65.

• Ask students to work alone to answer the questions.

• They can compare answers in pairs before you check

answers with the class.

• When you check answers, ask students to say which part of the text gave them the answers.

Answers

1 A person/stranger

2 Yes, he found a message about him.

End

3 • Read out the three questions. Check students’

understanding of moor and enemy. Note that there is a

translation of moor underneath the extract on page 65.

Your enemy is someone you dislike, who is on a different

side to you in a conflict, competition or battle of some kind.

• Give students a few minutes to discuss the questions in

pairs.

• Elicit answers to the questions, but do not confirm any ideas at this stage.

Answers

Students’ own answers

Homework

write a description of a scene from a film or book.

Additional Information

Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Long-term plan unit: Reading for pleasure

School: gymnasium№2

Lesson 3

Date:

Teacher’s name: G.Sukasheva

CLASS:

Number present:

absent:

Theme of the lesson: The hound of the Baskervilles. Part 2

Learning objective (s) that this lesson is contributing to

5.4.3.1- understand the detail of an argument on a limited range of familiar general and curricular topics;

5.4.4.1- read with some support a limited range of short fiction and non-fiction texts;

5.2.8.1- understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to: • read an extract from the The Hound of the Baskervilles.

• practise reading for gist (also called skim reading).

Some learners will be able to: