Long term plan unit

LESSON: Reading for pleasure

№99 school gymnasium

Date:14.01.2019

Teacher name: Lessova G.

Theme of the lesson: Learners read non-fiction books in Kazakh, English, Russian languages

Learning objectives(s) that this lesson is contributing to

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

Value skills

Lifelong learning

Cross curricular links

Literature

Level of thinking skills

comprehension, knowledge, analysis ,understanding,

Previous learning

Unit revision

Beginning

3 min.

Middle

7 min

5min

10min

End

15 min

5min

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

Probing questions.

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

time machines, imaginary machine, mysterious, dimensions

self-adjusting, imagination,

Collaborative learning. 1Task. While reading task.

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

The teacher distributes parts of the text to each team.Uses a method of observation .For each right answer the teams get the colorful cards.

Assessment criteria

Listening to the text and finding new words

Find other parts of the text by listening to the text

Active learning.2.

Task .

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?

Teacher gives for learners the list of questions, the learners discuss about the time traveler. Teacher uses a method of observation and sometimes she prompts some detail of the story. The learners get the cards for each right answer.

Differentiation: by support

Reading the text attentively

Answer the questions

Active learning.

3. Task.

Post reading task.

Draw your own time machine, thendecide what period of history youwould visit. Tell a period of yourvisit.

Think about: place, time, people, work) – what

happened there. Present your description to the class.

Teacher gives a batman for group, she observes how the learners do this task. The learners get the cards.

Differentiation: by outcome

Assessment criteria

Drawing your own imaginary time car

Talking about the time machine in your imagination

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

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Less able learners- work with the support of a teacher, during the task teacher prompt some detail of the task.

More able learners – independent work on definite tasks without support from the teacher.

Assessment – how are you planning to check learners’ learning?

through observation, giving the colorful cards

descriptors

Health and safety check
ICT links

Health promoting techniques

Breaks and physical activities used.

Monitor classroom space when students start moving around

Reflection:

1. What aims did I achieve today?

2. What points of the lesson was not clear to the learners?

3. Whether correctly I have picked up the differentiated tasks for learners?