| Unit 5 Reading for pleasureTerm LESSON:Sherlock Holmes |
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| Date: |
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| CLASS: 8 | Number present: | absent: |
| Learning objectives(s) that this lesson is contributing to | 8.C9 develop intercultural awareness through reading and discussion8.R7recognise typical features at word sentence and text level in a range of written genres8.S2 ask more complex question to get information about a range of general topics and some curricular topics8.UE9 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics
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| Lesson objectives | All learners will be able to: |
| read and understand the main events in the story with supportMake up, ask other and answer 1-2 complex questions about the story with supportMake up 2-3 sentences about story using active and passive simple present Sherlock Holmes story reading and discussion
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| Most learners will be able to: |
| Make up, ask other and answer 3-4 complex questions about the story without support read and detailed understand of the story about Sherlock Holmes with support Make up 4-5 sentences about story using active and passive simple present |
| Some learners will be able to:
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| detailed understand of the story about Sherlock Holmes without support Make up, ask other and answer 5-6 complex questions about the story without supportMake up 6-7 sentences about story using active and passive simple present |
| Language objectives | Use simple present, past and future tenses |
| Value links | Respect diversity of opinions |
| Cross curricular links link | Literature |
| ICT skills | Processing information on the interactive board |
| Intercultural awareness | Students will be able to understand that every work is important and worthy |
| Kazakh culture |
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| Pastoral Care | Students will be able to understand the importance of respecting values |
| Health and Safety |
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| Previous learning | Outdoor, factory and service jobs |
| Plan |
| Planned timings | Planned activities | Resources |
Lesson 1Beginning
5-min
| Class organisationWarm-up and lesson objectives presentationWarm-up (W, I)Looking at the imagelearners are asked to predict the topicof the lesson.Teacher introduces the lesson objectives. |
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Middle8-min
7-min
5-min
13-min
| Lead-in (W, I)Pre-readingStudents look at the pictures on a computer and try to guess what the story is about.Then students discuss the question in pairs: What do you know about Sherlock Holmes? Students share their ideas2 What does she say that Sherlock Holmes think is important?
What does a detective do?Who are some famous detectives from books, movies, and TV?What are detective stories usually about?
A) Answer whether the following sentences are TRUE or FALSE 1.- __________ Doctor Watson was inspired by Dr. Joseph Bell2.- __________ Arthur Conan Doyle attended Oxford University3.- __________ Sherlock Holmes intelligence IQ was exceptional4.- __________ Sherlock Holmes was the second character who received an honorary fellowship by the Royal Society of Chemistry.5.- __________ The phrase “Elementary, my dear Watson” has never appeared in his original stories.
Vocabulary(W)Teacher asks learners to match 10 pictures with the words and check as a whole class.
Speaking (Pre-reading) (P)In pairs, learners discuss the following questions: What does she say that Sherlock Holmes thinks is important?What do you think ?Did James kill his father/While –reading
Differentiation by task
Read text for details. T lets them listen to the video track one time
Less-able learners read over the questions from the worksheet and answer them(I).
More-able learners write in their copybooks the definitions of genres (I).
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Handout 1
PPT(slide 4)Copybooks
PPT(slide 5)
Handout 2 |
| End2-min | Reflection (W)
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PPT
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Lesson 1Beginning3-min
10-min
8-min
8-min
5-min
2-min | Lead-in (W)Students predict about the amount of money that British children got for their work in 1860. How much money did children get for their work ,?Teacher tells learners about amount of money (26p a week) that British children got for doing a job. They read list of prices of things they could buy in 1860.
Role play(P)Learners role play children in and decide what they can buy with their .
Writing (I,P)After speaking learners write sentences to say what they buy with their 26p and why. Learners write cost of the items in tenge then compare cost of items in Kazakhstan today. They use sentences e.g. The __ is more than the ____. The ____ is a lot of money today.Before asking a whole class feedback, learners compare their results with their pairs.
HomeworkWrite questions to ask a grandparent about work they did in past using regular and past tenses from verbs they practised. Questions may have the following words:When you were a boy/ girl/ teenager, what…e.g.What job …? … country or the town? What time …? … finish?
Using the answers of their grandparents, learners should write a short paragraph about their grandparents’ work. |
PPT(slide 8)Handout 3
PPT(slide 10)
PPT(slide 11)copybooks
PPT(slide 12) |
| End4-min | Reflection
Students are given (or choose) a word related to the lesson. They must stand up and point to someone in the class who must then give the meaning. That person then chooses the next person to name a word. |
PPT |
| 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? | Cross-curricular linksHealth and safety checkICT linksValues links
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| More support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard.Learners who are less confident at making up dialogue, can be given copies of parts of the dialogue from the story to read aloud. More-able learners can be encouraged to use the full range of language from the video when they practise the role-play. | Monitor how much vocabulary learners can recall from images on the video without sound and then from video with sound.
Monitor learners as they reorder events from the story. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson. Monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play? | Links to the L1: Do learners know this story in the L1 and do they know any other Aesop’s fables? Make sure learners have sufficient space to act out the role-play. As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class. |
ReflectionWere the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? 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)?
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What two things would have improved the lesson (consider both teaching and learning)?
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What have I learned from this lesson about the class or individuals that will inform my next lesson?
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12 Сәуір 2018
1175
3 рет жүктелген
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