School:

V.Chkalov

Teacher’s name:

R.H.Yunusova

Date:

Grade:10

Number present: absent:

Unit 5:

Reading for pleasure

Theme of the lesson:

Character analysis p.66

Learning objectives(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;

10.6.16 - use a wide variety of linking words according to the writing an opinion essay

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:

-use topical vocabulary and grammar and will make oral presentation.

-develop integrated skills from oral speech to reading and writing.

-use adjectives and compare persons

-create a plan of an opinion essay ,-

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning of the lesson

3 min.

3 min

3 min

Organization moment

I.Greeting.

T greets Ss and ask questions about the date ,day. T: divides Ss into two groups using red and green apples.

II. Warm-up:

Random-wheel

T: revises H. G. Wells biography ask Ss some questions

-Where was H.G.Wells born?

-Who is Herbert George Wells ? -What kind of novels did he write?

-When was he born?

-What novel did H.G. Wells write first?

-When did he write a novel “The Time Machine”?

-How many children did he have?

-When “The War of the Worlds” was published?

-Who was H.G. Wells married to?

-Where and when did he die?

III. Lead-in (individual work)

T present pictures of characters of the extract “The ruined house”.

T asks Ss different questions connected with the theme and tries to help Ss to give the correct answer. T asks Ss to guess the theme and sets of object e.t.c.

Ss take apples and sit in the group with the rad/green color.

Ss spin a random wheel and answer the questions.

Descriptor:

-He was born in Bromley, Kent

-He was a British writer

-The Time Machine, The Invisible Man and The War of the Worlds.

-He was born in 1866

-His first novel was The Time Machine

-in 1895

-He had two sons

-“The War of the Worlds” was published in 1898

-He married to Amy Catherine Robbins

-He was died in London, on 13 August in 1946.

Ss try to guess the theme of the lesson .

Encourage Ss who answer the questions

-give right answer=1coin

Box with apples

Random-wheel

Slide (pictures of characters)

Middle of the lesson

4 min.

4 min.

Task 1 .Pre-listening task Matching.

T: for revising the adjectives of characters .

Task 2.Listening (Group work)

T play the recording. Ss listen and complete the Venn diagram in their posters.

Aim: to listen for specific information, to complete a Venn diagram

Selfish courageous determined foolish worried disturbed educated scared

The Narrator The Curate

(individual work)

Ss match the definition of adjectives

Ss listen to a professor presenting the characters of the narrator and the curate. Use the adj-s from the list to complete the diagram.

Ss complete the diagram with adjectives

-give right answer

1coin

Peer assessment

Who will be the first?

Whiteboard

Cards

Audio

https://youtu.be/RHKq71b5rK0?si=B2ZN8Iw8idTkYi0B

Posters with the Venn diagram

5 min.

5 min.

Task 3. Writing (Pair work)

T gives Ss the task in the table form based on the read extract “The ruined house”.

How to write an opinion essay

T:present the main tips of an opinion essay (structure and useful linking words).

T ask Ss some questions according to the video.

T gives Ss handouts with linking words using in a writing of an opinion essay.

Ss write a suitable sentences from the text

Descriptor:

-make sentences correctly

Ss watching a video about Tips of writing an opinion essay

Individual assessment

Whiteboard

Handouts

Video

https://youtu.be/2737_Jj0pY8?si=L6SkJ8LCUIBo40aC

Handouts (linking words)

7 min

IV. Follow-up: Planning. Task 4: (group work )

T gives the task to write a detailed plan of an essay in which Ss will analyze the main characters of “The ruined house”. Ss make a plan using tips and structure of an essay.

Aim:

Efficiency: to develop their writing skills

Ss create in group the plan of an essay

Descriptor:

-structure

-description of characters

-conclusion

Ss evaluate each other and encourage classmate with points

End of the lesson.

5 min.

V. Reflection

The Flower method was used as a reflection. It provides the opportunity to the students to provide a quick reflection on what they learned by responding to questions. In every leaf, Ss find different phrases for self-assessment, they should continue the phrase from the middle of the flower.

NOW I KNOW HOW TO:

-do character analysis
-write an opinion essay
-create a plan for an essay

VI. Home task

T.: home task to write an essay on the topic: My favorite character of “The ruined house”.

Please, open your diaries and write down your home task.

Saying good bye.

Ss should pick one leaf in the beginning of the lesson and in the end make reflection .

Aim: To know how many Ss got the theme.

Flower leaf

Feedback on the work

1.concerned excessively or exclusively with oneself : seeking or concentrating on one's own advantage, pleasure, or well-being without regard for others.

a. determined

2.possessing or displaying courage; able to face and deal with danger or fear without flinching

b. foolish

3.having been learned or found or determined especially by investigation

c courageous

4.devoid of good sense or judgment

d. selfish

5.describes someone who's uneasy or troubled about something.

e. disturbed

6.is very upset emotionally, and often needs special care or treatment. 

f. educated

7.has a high standard of learning. He is an educated, amiable and decent man. 

g. scared

8.filled with fear, terror, or dread, often suddenly; frightened; alarmed

h. worried

Character

Feelings and

behavior

Description of characters (adjectives)

The Narrator

The Current

To express opinion:

To give reason:

To express facts:

To add ideas/ to express contrast/ purpose:

To conclude:

-in my opinion

-Personally, I think/ I believe (that..)

-It is clear (to me) that..

-I am sure that..

-I agree / disagree with…

-In my view… e.t.c

-my main reason is…

-One reason for….is..

-Many people say/ believe that..

-Because

-Since

-It is a fact that…

-It is widely known that..

-There are definitely…

-Research has shown that..

-Firstly,…

-Moreover/ furthermore/

in addition(to)…

-Secondly,…

-First of all…

-Although..

-In spite of…

-However…

On the other hand…

-So(that)…

-In order to

To sum up,…

-To conclude…

-In conclusion…

-It is clear that…