Unit of a long term plan: Reading for pleasure

Lesson 49

Teacher name:

Ondassynova S. O

Date:

Grade: 7

Number present:

absent:

Lesson title

Sherlock Holmes: The Blue Diamond

Learning objectives

7.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

7.4.4.1 read independently a limited range of short simple fiction and non-fiction texts

Lesson objectives

Learners will be able to:

• Learn and practise nouns to talk about types of reading.

• Practise asking questions about stories

Value links

Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm-up

• Books closed. Ask students what they know about the Sherlock Holmes stories. Write their ideas on the board and include these details:

• Sherlock Holmes is a private detective.

• Dr Watson is his assistant.

• They solve crimes in London at the end of the 19th century.

• Famous stories include Hound of the Baskervilles and Sign of Four.

Lead - In

The fate of the allied forces lies in the hands of Joanna and the Watsons in the next Daughter of Sherlock Holmes mystery from USA Today bestselling author Leonard Goldberg.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

30 min

Ex:1 P:120

• Tell students to look at the pictures and make a list of things they can see. Start the list by writing these items on the board: a goose, a blue diamond, an advertisement

• After three minutes, ask students for their ideas and write them on the board.

• Go through the pictures with students identifying the main elements, e.g. picture A – goose, man wearing a suit, etc.

• Tell students to read all the story sections and match the sections to the pictures

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 120

Ask the class which section is the first and explain their reasoning. Use prompt questions if necessary, e.g. What is main event in the story? When does the main event occur?

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 3 P: 120

• Explain the task. Tell students to pay attention to the use of ‘a’ (for the first time an element of the story is introduced) and ‘the’ (when we already know who or what is being referred to). In a stronger class, let students work individually. Give them about five minutes to put the pictures in order. In a weaker class, put the students in pairs and monitor their progress, helping out if necessary.

Students read the story and match them to the pictures

ANSWERS

1 E

2 H

3 F

4 G

5 C .

6 A

7 D

8 B

Students look at the again. Which section do you think is the start of the story

ANSWERS

The start of the story is section 3 – the blue diamond is missing.

The end of the story is section 6 – Ryder admits he stole it.

Students read the section again and put them in order to make the story

ANSWERS

. 1 section 3

2 section 5

3 section 2

4 section 4

5 section 1

6 section 8

7 section 7

8 section 6

Assessment criteria

- Learn and practise nouns to talk about types of reading

Descriptor:

- read the story and match them to the pictures

Assessment criteria:

- Practise asking questions about stories.

Descriptor:

- look at the again. Which section do you think is the start of the story

-Make CCQ questions Yes / No

Card

Worksheet

Students book

End of the lesson

5 min

Home task:

Ex: 1 P: 88 WB

Poster Success

KWL chart