Books and Films

Unit 5. Reading for pleasure

School: 18

Date:

Teacher name: Gulnara Mukhitova

Class: 8

Number present:

Absent:

Theme of the lesson:

My country. Reading for plasure

Learning objectives(s) that this lesson is contributing to

8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts

8.4.4.1 read a growing range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics

Lesson objectives

Learners will be able to:

• express an opinion

• identify specific information from the story

Assessment criteria

Learners have met 8.4.2.1 if they can demonstrate comprehension of specific information and detail.

Learners have met 8.3.3.1 if they can express opinion and support it with necessary examples.

Value links

Responsibility, respect

Cross curricular links

Literature

ICT skills

Interactive white board

Previous learning

Features of fiction and non-fiction texts

PLAN

Planned timings

Planned activities

Resources

Beginning

5 min

Middle

15 min

15 min

(P, W) Warm up

Ask learners to describe the problems which teenagers have (12-13 years old). Write their ideas on the board.

(I, P, G) Pre-Reading

Divide learners in groups and ask them to match the word with the correct definition. Encourage learners to use dictionaries. When learners finish, discuss the answers with the entire class and ensure that learners understand the definitions. Give example sentences with these words.

(G, W) Reading

Learners read a short story “Scarlet.” When they finish reading ask the following question:

• What questions did Scarlet have? Why?

Learners work in pairs and match things which are important to Scarlet. They should write them in a correct group.

(I, W) Formative assessment

Less able learners: Learners read the story again and answer True/False questions.

More able learners: Learners read the story again and answer True/False questions and they should give an explanation if the answer is False.

When you check answers with the whole class and ensure that learners understood the story, ask the following questions:

• Did you like the story? Why (not)?

• Do you know anyone like Scarlett?

• What languages does your 'body' speak?

Power Point presentation

https://learnenglish.britishcouncil.org/en/stories

Handout 1

Handout 2

End

5 min

Homework and reflection

Ask learners what difficulties they had during the lesson.

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 links

Differentiation by support

Teacher formatively assess learners’ comprehension.

Make sure cords are not tripping hazard.

Switch off the active board if you do not use it.

If learners are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Reflection

Were 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.

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 individuals that will inform my next lesson?