Reading for pleasure

THE THEME OF THE LESSON:

Reading for pleasure

School:

Date:

*10.2018

Teacher name:

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

5.R1 understand the main points in a limited range of short simple texts

( a poem) on general and curricular topics

5.L2 understand an increasing range of unsupported basic questions which ask for personal information on the poem

5.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

5.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

Lesson objectives

All learners will be able to:

Read the poem and the tonguetwisters

Most learners will be able to

Read the poem and the tonguetwisters with some mistakes

Some learners will be able to:

Read the poem and the tonguetwisters without mistakes

Language objectives

Tongue twists

Cross curricular links

Literature

ICT skills

Projector or Smart board for presenting a video

Previous learning

Time and activities

Plan

Planned timings

Planned activities

Resources

Start

5 min

Teacher greets pupils and devides into 2 groups:

Teacher gives individually work, from previous lesson.

Pictures

Middle

5min

7 min

5 min

10 min

3 min

Teacher introduces with new words

1 happy - бақытты

2 good - жақсы

3 sloppy writing – икемді жазу

4 quiet - тыныш

5 noisy - шулы

6 bad - жаман

7 neat writing – ұқыпты жазу

8 sad - бақытсыз

Teacher gives individually work

1 Match opposites from 1–4 and a–d. Then match the adjectives to the pictures

Teacher gives whole class work

READING FOR PLEASURE A poem

Complete the poem with words from exercise 1. Then listen and check.

I asked the zebra,

Are you black with white stripes?

Or white with black stripes?

And the zebra asked me,

Are you good with bad habits?

Or are you bad with 1….habits?

Are you noisy with 2… times?

Or are you quiet with 3… times?

Are you happy with 4… days?

Or are you sad with 5… days?

Are you neat with some 6… ways?

Or are you sloppy with some 7… ways?

And on and on and on and on And on and on he went.

I’ll never ask a zebra

About stripes Again

Teacher gives individually work

3 Practise saying the poem.

Teacher gives whole class work

What are your favouritetonguetwisters in your language?

1. Sloppy, happy, noisy, bad, happy, sloppy, noisy, sad.

2. Good books, bad pens, bad pens, good books.

3. There are six sad, sloppy sisters in the zoo with zebra

4. There are ten good black pens on the noisy boys’ tables.

New words

Pictures

CD 1.27

CD1.28

End

5 min

Feedback: Learners give their own opinion on the learnt material The teacher asks pupils what have they learnt from the lesson, if they have known any new words. Also the teacher comments the work of every child.

What did you like in the lesson?

What was the most interesting for you?

What was difficult for you today?

Who was the best pupil today?

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 links
Health and safety check
ICT links
Values links

• More support can be given at the start and in middle of lesson by providing less-able learners with vocabulary in a word list so they can read examples of words seen or heard.

• Learners who are less confident at telling about the animal are shown questions to answer

• More-able learners can be encouraged to use more complicated sentences

Monitor learners as they read and make notes about the animals. Which learners have difficulties reading, making notes, and reporting information to group orally?

• Notice any sentences which are difficult for learners to understand and adapt for a future lesson.

• Monitor learners as they prepare the fact file about the animal. Help with the vocabulary

• Links to the biology: Do they know about the animals form the websites?

• Check if students have a comfortable class layout to work in groups

Learners use computers to locate information, report back to group and record in fact files using some of own words.

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?