LESSON 49

Unit 5: Reading for Pleasure

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 7

Number present:

Number absent:

Theme of the lesson:

Learners read non-fiction books in Kazakh, English, Russian languages

Learning objectives

7.L8 understand supported narratives on a wide range of general and curricular topics

7.C8 develop intercultural awareness through reading and discussion

7.S8 recount some extended stories and events on a growing range of general and curricular topics

Lesson objectives

All learners will be able to: understand the meaning of the text, get acquainted with the active vocabularies.

Most learners will be able to: understand and reflect on the essence of the text, through discussion.

Some learners will be able to : expand the stories , by using imagination and active vocabulary

Criteria

Learners can:

- understand the meaning of the text, recognize the active vocabulary

- reflect and discuss the text, using the active vocabulary

-recount a story using the active vocabularies from the text

Previous learning

Revision unit 3

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Organization moment.

Greeting. Wishes for each other success.

Warm up .

Group division

Assessment: uses the geometric figures: square(for full answers), and triangle( for 1-2 answers)

Cards with wishes

Middle

30 min

Pre-reading task. Teacher asks the questions about the time machine

1 What is it?

2. Do we use it in our country?

3. In what country do we use it more?

4.What do you think is it necessary and why?

Today we will talk about the time machine, before reading the text let’s play a game.

Memory game. Pre –teaching vocabulary task.

The teacher shows the pictures and explains with gestures .

time machines, imaginary machine, mysterious, dimensions

self-adjusting, imagination,

Collaborative learning.

While reading task.

Look at the interactive board, listen to the text about the time machine. Time traveler story about Alice and Anton I divided the text into several parts, each team must collect these parts and say the beginning, the middle and the end of the text.

Active learning.

Read the story one by one.

Answer the questions.

1 What does the Time Traveler think of Alice?

2 What does the Antony look like?

3 Why does the Time Traveler go down the well?

4 Why are the Eliot afraid of the Antony?

5. What do you think happens in the extract?

Active learning.

Post reading task.

Think about: place, time, people, work) – what happened there. Present your description

Learners guess the word then teacher mix the pictures the learners take any picture and say again all the words.

Learners listen to the text and find new words

and other parts of the text by listening to the text

Learners read the story and answer the questions.

Draw your own time machine, then decide what period of history you would visit.

Verbal evaluation

Mutual avaluatio

Individual avaluation

colorful cards

interactive

board

collection of texts by internet resource

List of questions

posters and markers

End

5 min

Feedback

The results of the lesson can be summed up on the "Tree of Success". After the lesson, the children attach a fruit, a flower or a leaf to the tree (a poster is drawn): an apple - everything worked out, the flower worked well, but something did not quite work out, the leaflet did not work today, but I do not despair

Home task: Ex: 3 at page 54 read and translate the text

Saying goodbye

Self-assessment

LESSON 50

Unit 5: Reading for Pleasure

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 7

Number present:

Number absent:

Theme of the lesson:

Learners read non-fiction books in Kazakh, English, Russian languages

Learning objectives

7.C7 develop and sustain a consistent argument when speaking or writing

7.R9 recognise inconsistencies in argument in short, simple texts on a limited range of general and curricular subjects

7.UE3 use a growing variety of compound adjectives and adjectives as participles

7.L5 recognise the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics

Lesson objectives

Learners will be able to:

Solve the rebus and guess the topic of the lesson;

Understand most specific information and detail while watching video;

Give an opinion at sentence level on classmates’ presentation;

Understand what fiction and non-fiction literature is.

Criteria

Learners can:

- understand the meaning of the text, recognize the active vocabulary

- reflect and discuss the text, using the active vocabulary

-recount a story using the active vocabularies from the text

Previous learning

Learners read non-fiction books in Kazakh, English, Russian languages

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

10 min

GREETINGS

Teacher greets learners and congratulates the class. Then, teacher hands out stickers and asks learners to write a compliment to a peer.

Lead-in:

Learners look at the slide and in pairs try to solve the rebus in order to guess the topic of the lesson. Learners will solve the rebus and find out the theme of the lesson.

Then teacher asks learners what they are going to learn today. Then teacher and learners set the lesson objectives together.

Learners will guess that they will read and discuss different books, learn about famous authors.

Mutual avaluatio

Stickers

PPP

Middle

30 min

Fiction or Non-fiction?

Teacher displays pictures of fiction and non-fiction books / journals of Kazakh, Russian and English literature. Learners should look at the pictures and analyse the difference between them. This activity is aimed at developing learners’ critical thinking skills since learners are expected to analyse the pictures and understand which books refer to fiction and non-fiction literature.

At this stage learners might not know the terms “fiction” and “non-fiction”.

Group project “You are the Teacher”,

When learners have guessed the difference between the suggested books, divide the class into 2 groups.

Teacher hands out parts of puzzles to learners. When the puzzles are ready, two groups are formed (Teacher should cut the pictures to make puzzles beforehand.)

Group A focuses on fiction literature and should make a presentation to explain it to their classmates.

Group B investigates non-fiction literature.

Learners should say that these are different books, but the role of teacher is to encourage them to understand what fiction and non-fiction literature is.

Learners walk around the classroom and collect puzzle pieces.

Verbal evaluation

Individual avaluation

Pictures for puzzle group division

Appendix 1

End

5 min

REFLECTION

If necessary, teacher explains to learners the structure of a cinquain and gives a sample

Home task: Learners need to bring a favourite book in Kazakh, Russian or English and be ready to describe it.

Saying goodbye

Learners create a cinquain poem with the word “reading” or “book” or any word related to the topic of the lesson

Self-assessment

LESSON 51

Unit 5: Reading for Pleasure

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 7

Number present:

Number absent:

Theme of the lesson:

Summarizing the chosen books

Learning objectives

7.C3 respect differing points of view;

7.L8 understand supported narratives on a wide range of general and curricular topics;

7.S8 recount some extended stories and events on a growing range of general and curricular topics;

Lesson objectives

All learners will be able to:

understand the main idea of the topic;

Most learners will be able to:

answer the questions according to the text;

Some learners will be able to:

retell the curricular topic;

Criteria

Learners have met the learning objective if they can:

respect different points of view;

understand supported narratives of curricular topic;

give an opinion on some extended stories of curricular topic;

Previous learning

Learners read non-fiction books in Kazakh, English, Russian languages