КСП English Science grade 10 UNIT 5

Long-term plan unit: 5 READING FOR PLEASURE

School:

Lesson 1

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Reading for pleasure

Learning objective (s) that this lesson is contributing to

10.1.2 - use speaking and listening skills to provide sensitive feedback to peers

10.1.3 respect differing points of view;

10.1.4 - evaluate and respond constructively to feedback from others

Lesson objectives

All learners will be able to:

Most learners will be able to: Make up complex interrogative sentences to get information about the topic, demonstrate an ability to organize and express ideas clearly

Some learners will be able to:

Success criteria

Give feedback to others orally

Demonstrate respect to people’s opinions using lexical units of topic vocabulary

Analyze given feedback; Form opinion and give constructive answers to feedback

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Unit presentation

Ask: How often do you read? What do you like to read and why?

Put students in small groups to discuss these questions.

Students sort the types of reading in two columns: Fiction and nonfiction.

Key:

Fiction: novels. short stories, jokes, poetry, comics, lyrics, magazines,

websites, plays and scripts

Non-fiction: Reference books, newsletters, letters, emails, biographies,

memoirs, newspapers,

2. In the survey below ask students to place the questions in their right places and add 3 questions to this questionnaire in pairs

in Ex. 3. Students will use the questionnaire to interview classmates

Key:

How often do you read the following? - 2

Do you think you read enough? - 3

Why do you read? - 4

How much do you enjoy reading? - 1

Critical thinking

4 Ask students to interview several classmates using your updated questionnaire.

5 Work with a partner. Answer the questions to summarize the interview results.

1 How often do your classmates read?

2 Do they read enough?

3 How much do they enjoy reading?

4 Why do your classmates read?

Before reading the text "Reading for pleasure has real benefits"

students list what they know (K) about reading for pleasure and

what they want (W) to learn from the text and compare answers

with a partner. After reading the text ask students to add the

column "What I learned (L)" and write about what they have learnt

from the text.

Homework

WB Ex.1-3 Page 24

Additional Information

Differentiation - how do you plan to give more support?

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

-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: 5 READING FOR PLEASURE

School:

Lesson 2

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Reading for pleasure has real benefits. I opened a book

Learning objective (s) that this lesson is contributing to

10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and curricular subjects

Lesson objectives

All learners will be able to:

Most learners will be able to:

Demonstrate the ability to participate in a conversation

Interact in a pair, group and a whole class work presenting

Some learners will be able to:

Success criteria

Identify the correct form of a word, appropriate sentence

structure and text layout

Figure out the content of a conversation with some

support in extended talk

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Practice

Before reading the text "Reading for pleasure has real benefits" students list what they know (K) about reading for pleasure and what they want (W) to learn from the text and compare answers

with a partner. After reading the text ask students to add the column "What I learned (L)" and write about what they have learnt from the text.

Listening

Play the recording for students to listen to a poem by Julia Donaldson once. Make sure that students know all the words from the poem. If necessary, help with new ones. For the next exercise

ask students to listen to the poem one more time and fill in the missing words.

Writing

Finally, ask students to write a 150 word paragraph answering the question: Julia Donaldson’s poem is about the magic of reading. Stephen King expresses very similar idea when he write that

“Books are a uniquely portable magic.” To what extend do you agree or disagree with these authors?

150 words

Put students into pairs. Students say which words/ phrases in bold hey know, then check in Tell students not to answer the questions at this stage.

Put students into pairs. Students say which words/ phrases in bold they know, then check in Tell students not to answer the questions at this stage.

Check the meaning of new words/phrases with the class. in that chick is a slang term for a woman that is often considered offensive when used

outside the phrase chick lit. Highlight that lit is short for literature. Tell students that we can say flick through or flip through. Model and drill the words/phrases, highlighting the pronunciation of literary

genre, blurb and browse / brauz/. Note that only the main stress in words/ phrases is shown in vocabulary sections and the Language Summaries.

Students then ask and answer the questions in pairs.

Ask students to share interesting answers with words and their definitions. You may teach students to look up new words in dictionaries. Next students skim the text and write out important. After the second reading

students complete the notes a students has made in the dialogue. For more advanced groups ask students to roleplay the conversation with their own

words. Finally, students discuss critical thinking questions expressing their opinion on the topic.

Tapescript for Video 5 A New Chapter for Independent Bookstores

Ann Patchett: Two huge profitable bookstores have closed, this is a nobrainer,

somebody can open a small bookstore. At the time I just thought, it’s

fun, it’s my gift to the city, I don’t care if we don’t sell books, you know. I just

have to live in a city that has a bookstore, but we’re doing really well. People

in communities woke up and said, hey, I really miss having a little bookstore

that I can take my kids to, and I can see things, I can shop, I can browse.

Customer 1: Even if I’m not going to buy anything I like to browse. And I

just, I like to be able to, I’m like, I like to get my hands on things and look at

stuff.

Employee: He writes about the year 1968 and, believe it or not, it’s a pageturner.

Ann Patchett: We have a brilliant staff of people who read. So you can

come into this store, tell me the last book you read, and I can tell you three

more books that you’re going to love. Now Amazon has an algorithm that

says, you bought this book, other people bought this book, and that is not

the same thing as dealing with a human being.

Customer 2: Our youngest son, we could take him to a bookstore, and

when he found one and said, “Mom, I like this one,” it was a done deal.

Ann Patchett: With the advent of ebooks and sort of just the book not as

an object but as a collection of information, I think that what we’re attracted

to more and more are beautiful books.

Customer 3: I really value the physical product too.

Customer 4: Mm-hmm.

Customer 3: So I mean, I have a Kindle and I enjoy it, but it’s also really nice

to have an actual physical book.

Author giving talk: For a French person, it’s a kind of ghost, but it’s a ghost

that comes back for a certain purpose.

Ann Patchett: I can’t imagine starting out now as an author

because the landscape is so different than it was when I was coming along.

All my adult life I have been going to independent bookstores. And these are

the people that sell my books. These are the people who took a chance on

me when I had a first novel, a second novel, no one knew who I was.

Myra McEntire: Those are the places where authors get to go and sit down

and build relationships with readers. We can know them online, Twitter,

Facebook, whatever, but these are the places where we get to talk to them.

Ann Patchett: What I care about is that people read. Just because ebooks

are becoming popular doesn’t mean that we should scoop all the other

books into a pile and burn them. And there is a sort of attitude of like, well,

books are dead, it’s over, forget it. And it’s not over.

Homework

WB Ex.1-2 Page 25

Additional Information

Differentiation - how do you plan to give more support?

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

-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: 5 READING FOR PLEASURE

School:

Lesson 3

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Grammar focus: defining, non-defining and reduced relative clauses

Learning objective (s) that this lesson is contributing to

10.6.5 - use a wide variety of question types on a wide range of familiar general and curricular topics;

10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

Use defining, non-defining and reduced relative clauses correctly

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Practice

Defining, non-defining and reduced relative clauses a-f Students do the exercises on their own or in pairs, then check in. Check answers with the class.

Key:

a Defining relative clauses give you essential information so that you know

which person, thing, etc. the writer or speaker is talking about.

• Non-defining relative clauses add extra nonessential information.

b 1 In defining relative clauses we use who (or that) for people, that (or

which) for things, whose for possessions, where for places and when for

times.

2 We don't use commas with defining relative clauses.

• Remind students that we usually use who for people (but that is also

correct) and that for things (but which is also correct).

• Point out that we can't use what in defining relative clauses

c In sentence 1 we must use that because it is the subject of the relative

clause. In sentence 2 we can leave out that because it is the object of

the relative clause (Cecelia is the subject).

d Аsk students to read these for homework.

No, we don't. 2 No, we can't. 3 Yes, we do.

whose, where, when

• Point out that in non-defining relative clauses we also use whose for

possessions, where for places and when for time.

You can also highlight that in non-defining relative clauses who or which

can also refer to a whole clause: The book has dozens of characters,

which can make the plot difficult to follow. (Which refers to 'the fact that

the book has dozens of characters'.)

e Point out that non-defining relative clauses are more common in written

English than spoken English, particularly in stories and more formal

types of writing.

1 Past Simple Passive: was written

2 Present Continuous: are bullying

Establish that when a defining relative clause contains a continuous or

passive verb form, we can often leave out who, that or which and the auxiliary.

a Students do the exercise on their own. Point out that they are looking for relative clauses.

b Students compare answers in pairs. Check answers with the class.

Ask students to join these sentences using defining, non-defining or reduced relative clauses. Remind that sometimes there is more than one possible answer.

Key:

1 Yesterday I met a man. The man owned a bookshop.

Yesterday I met a man who owned a bookshop.

2 This is the room where I wrote my first novel.

3 Clive McCarthy was my English teacher who writes biographies now

4 That's the woman whose first novel became a best-seller.

5 I threw out some books that I hadn't looked at in years.

6 I lost my copy of Carrie which had been signed by the author.

7 I saw an old lady who was sitting outside the library.

8 I found some old books that were in a box.

Additional Information

Differentiation - how do you plan to give more support?

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

-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: 5 READING FOR PLEASURE

School:

Lesson 4

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: A new chapter for independent book stores

Learning objective (s) that this lesson is contributing to

10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

Understand wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

Recognize detailed information in a short conversation with some support

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up

Students talk in pairs about kind of books are popular with young

people nowadays. Would they rather watch a film or read a book? They compare

watching films to reading books. Help with vocabulary if needed.

Vocabulary

no-brainer (n) something that is very simple to do or to understand, or

a decision that is very easy to make

page-turner (n) a book that is so exciting that you want to read it quickly

algorithm (n) a list of instructions for solving a problem in mathematics

done deal (n phr) a final decision or agreement (colloquial)

advent (n) the beginning of an event or an invention, or the arrival

of a person

Practice

Speaking

1 The lesson focuses on students' analyzing their study habits. So they read advice on effective study habits. Looking for specific

information skills are developed by ex. 3 Students discuss the

questions in groups.

2 Ask a few students to tell the class about the favorite book, story, character,

genre and authors.

Students work in pairs and read the following tasks. Students

choose one task for writing based on the story or the book they

have read. Discuss the question in pairs and make an outline.

Watch and Listen

3. Before watching the video "A new chapter for independent book stores" work on new words. Ask students to write three

reasons Ann believes a physical bookstore is important.

Before they read the text work with words and their definitions. You may

teach students to look up new words in dictionaries.

4. Next students skim the text and write out three reasons why a

physical bookstore can be important.

5. After the second reading students complete the notes students have made in the dialogue. For more advanced groups ask students to roleplay the conversation with their own words.

6. Read out the questions

7. Put students into small groups to discuss the questions

Video 5

Homework

Additional Information

Differentiation - how do you plan to give more support?

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

-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: 5 READING FOR PLEASURE

School:

Lesson 5

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Think-Pair-Share

Learning objective (s) that this lesson is contributing to

10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular topics;

10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Provide unprepared speech on the tneme

Some learners will be able to:

Success criteria

Apply the difference between formal and informal speech in a talk

Provide unprepared speech to answer a variety of questions at sentence level and in conversations with some flexibility

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Practice

Students discuss critical thinking questions expressing their

opinion on the topic. Finally, students read the passage, think

of more benefits of reading non-fiction and make a list.

Differentiated tasks

Ask students to choose one of the tasks for Independent work:

Work with a partner to survey three students. Ask them the

questions

Use the advice from the survey and your own ideas to make a poster about

good ways to maximize energy and concentration levels.

- Share your poster with your class.

Optional activity

Know, Might Know, Don’t Know

This activity helps you to find out what vocabulary students already know.

It is a good activity for mixed-level classes, as stronger students can teach lower-level students vocabulary that they don’t

know.

• Before the lesson, write a worksheet containing 15-20 words or

phrases you want to teach or review.

• Photocopy one worksheet for each student.

• In class, give each student a copy of the worksheet.

Tell students to divide the words into three groups:

A (I know this word/phrase and can give an example or definition),

В (I think I know this word/phrase, but I’m not sure) and С (I don’t know

this word/phrase).

• Students work in pairs or groups and compare their answers. If one

student knows a word, he/she should teach it to his/her partner or the

other members of the group. Alternatively, students can move around the

room and talk to various students.

• When they have finished, students say which words/ phrases they still

don’t know. Encourage other groups to give definitions to help them, or

give the meanings and examples yourself.

• Allow time for students to record any new vocabulary in their notebooks.

Homework

Additional Information

Differentiation - how do you plan to give more support?

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

-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: 5 READING FOR PLEASURE

School:

Lesson 6

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Concentrating on studies

Learning objective (s) that this lesson is contributing to

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.6 - organise and present information clearly to others;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• Provide unprepared speech to demonstrate a point of view in conversations and discussions

Some learners will be able to:

Success criteria

Analyze given feedback; Form opinion and give constructive answers to feedback

Demonstrate an ability to organize and express ideas clearly

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Practice

Students talk in pairs about kind of books are popular with young people

nowadays. Ask: Would you rather watch a film or read a book? They compare

watching films to reading books. Help with vocabulary if needed.

The lesson focuses on students' analysing their study habits.

So they read advice on effective study habits.

Looking for specific information skills are developed by ex. 3

2

Ask students to work alone to describe their study habits. Students

complete the given sentences with always\usually\sometimes\ rarely\never.

Go further with exercise 5 asking students to think what they need

to change about their study habits and discuss with a partner.

To give students the opportunity to discuss and offer opinions about what they read and to further personalize the topic and issues give students three to five minutes to discuss and jot down notes for their answers before discussing them in pairs or small groups. Monitor student groups, taking notes on common mistakes. You can provide oral or written feedback on common mistakes at the end of the lesson.

Homework

Additional Information

Differentiation - how do you plan to give more support?

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

-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: 5 READING FOR PLEASURE

School:

Lesson 7

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: First books

Learning objective (s) that this lesson is contributing to

10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up

Ask students what was the last book they read. Ask: What is your favorite story? Who is your favorite author? Who is your favorite character?

Practice

1 Put students in small groups to discuss these questions.

2 For developing skills in making and responding to suggestions ask

students to write the headings in the correct places a-d.

Key:

Making a suggestion - b

Saying you have no preference - d

Asking if the person is free politely - a

Refusing a suggestion - c

3 Ask students to work in pairs and read the following tasks. They choose one task for writing based on the story or the book they have read, then discuss the question in pairs and make an outline.

4 Students choose a piece of non-fiction text and answer the following questions about it. Then they discuss the reading as class.

Pyramid Discussion

This activity encourages students to exchange ideas and opinions

in а fun, student-centred way.

• Set а context (for example, tell students they are going on а two-week

jungle survival trip and need to decide what to take with them).

• Give each student а list of 10-15 items or write them on the board.

• Students work on their own and choose the five most useful items to

take with them. Students should also think of а reason for choosing each

one.

• Each student then shows their list of five items to а partner. Together

they must agree on only five items from both their lists.

• Students work in groups of four and repeat the previous stage so that

they end up with а new list of only five items. If you have а big class, you

can then put students into groups of eight, and so on.

• Finally, the whole class share their ideas and try to agree on the best

five answers.

Optional activity

Homework

Additional Information

Differentiation - how do you plan to give more support?

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

-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?