Reading for pleasure

LESSON PLAN

Unit: 6

School:

Date:

Teacher name: Nurgalymova A.M.

CLASS: 5

Number present:

Absent:

Lesson title:

Reading for pleasure

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

5.3.2.1 - ask simple questions to get information about a limited range of general topics

5.4.4.1- read with some support a limited range of short fiction and non-fiction texts

Lesson objectives

All learners will be able to:

pronounce some words and simple statements about types of literature with some support

Most learners will be able to:

say most of the words and simple statements about types of literature using basic adjectives and colors with little support

Some learners will be able to:

use all of the words and simple statements about types of literature with basic adjectives and colors to say what someone /something is or has without support

Assessment criteria

• Say topic words

• Describe things using adjectives

• Make simple sentences using demonstrative pronouns

Language objective

Learners can: pronounce the words and simple statements about Fairy tales

Key words and phrases: Action and adventure is fiction. This fairy tales has good content.

Types of literature: action & adventure, fairy tale, science fiction, biography, fabies, horror, legends.

Colors: red, yellow, green, blue, orange, purple, pink, black, gray, white

Useful classroom language for dialogue/writing:

Do you read fairy tales ? How many books do you have ? Which type of literature is fiction? What colour has book?

I have He/she has.... This is…. These are… It’s….

Values links

Respect each other

Care about things

Cross-curricular links

History

Previous learning

Learners already know word about an events, colors and numbers 1 – 10

Plan

Planned timings

Planned activities

Resources

Start

0-10

Teacher greets learners.

Starter: teacher asks to students to make a circle and wish to each other wishes like : Have a good day! I wish to you good luck! Stay healthy ! Good marks ! Wish you a great day !

(W) Teacher asks learners to divide into 3 groups by the cards from the box

Then learners choose the cards with main definitions of literature and sit according to names (character, story, event) S-T

Box with the cards. By this cards divide into 3 g-s: character, story, event.

10-12

Lead in: (P) Learners revise some key words from previous learning (colours) showing the cards to each other. S-S

To guess the title of today`s lesson teacher shows a poster and cards with types of literature. On this poster we have 2 colons: Fiction and non-fiction. Students should stick the cards on the poster.

Teacher asks questions with support:

1. Do you read book ?

2. What types of books do you know ?

3. Do you read fairy tales ?

4. How many books do you have ?

5. Which type of literature is fiction ?

6. Which type of literature is non-fiction ?

Possible answers:

1) Yes, I read (many) books!

2) Fairy tales, biography, history, horror

3) Yes, I read. / No, I don`t read.

4) I have (number of) books.

5) Fairy tale, science fiction, action & adventure, horror, mystery & suspense, fables, legends.

6)Biography, articles in newspapers/magazines

cards (colors and an events)

cards with types of literature, a poster

Middle

12-14

Modelling: Teacher puts several classroom objects on a table: points to an object asking Which type of literature is fiction? What color is the book? and asks learners to count them together showing the objects. Then using have … says I have three red books. Learners repeat. T-S

Types of literature: action & adventure, fairy tale, science fiction, biography, fables, horror, legends, articles in newspapers/magazines, mystery suspense.

14-17

Drilling: Learners repeat the sentences first with the teacher’s support in choral (all together, 3 times), with some support in a group (3 times) and then individually: I have six fiction books. And their`s colors are: 1 blue, 2 black, green, yellow, orange. I have four fiction books. etc. T-S

Fiction and non-fiction

17-20

20-25 minutes

25-33 minutes

Practice-Production: (G) Learners count the books picture with no support individually, and says I have two yellow books. Then learners practice saying He/she has … first with the teacher’s support and then individually S-S

One, two, three,…

Yellow, green, purple,..

1. Learners open the book p. 75 ex.2, look at the pictures, count books and write names of types of literature below the pictures.

In this a short story each group have to:

1^st identify genre retelling

2^nd mind map

3^rd what they have understood – to draw an imagination

SB p. 75 ex.2

Appendix

https://www.reddit.com/r/shortscarystories/comments/1j1j49/he_stood_against_my_window/

AfL PEER ASSESSMENT Criteria highlighting:

1^st group

+using right order of sentence

+using 5-8 words from the text

+pronunciation

2^nd group

+creativity

+using 4 adjectives from the text

+pronunciation

3^rd group

+creativity, using colors

+showing the content of the text

(W) Learners do «Fishing game» activity. The rules of this game are: Teacher puts on the table aquarium. In this aquarium we have some facts about fiction and nonfiction.

1. Students should to fish and catch the fish with facts.

2. Then stick them on the poster rightly.

A poster with shape of aquarium, fish.

End

33-35 minutes

35-40 minutes

Plenary: (W), (f) Teacher has a set of cards of e.g. with characters behind this cards we have descriptions (a short story) to each character, from any stories, biography, action & adventure, fairy tale, horror, legends. Students should to read and stick on the poster, in right side.

1. Dragon: Once upon a time there was a little dragon, who lived in a cave. He liked to play games with his neighbors.

2. Once upon a time there was a girl who lived with 7 gnomes.

3. (November 1835 – April 10, 1865) was a Kazakh scholar, ethnographer, historian and participant in The Great Game. He is regarded as the father of modern Kazakh historiography and ethnography.

4. once upon a time, a king had an only son. He loved him very much. After his 18^th he became a brave king like his father.

5. In 2003 Almaty Zoo 3 giraffes were presented to. Now the Zoo visitors are glad to watch them

6. Mukhtar Omarhanuly for 15 years wrote his famous four-volume epic historical novel called "Abai Joly". It was translated into Russian. In 1949 two books of the novel "Abai" received the first level award of the Union of Soviet Socialist Republics.

7. someone who lives in a country of which they are not a legal citizen:

Cards

Snow White, Prince, Shokan Ualikhanov, Abai Qunanbaev, giraffe, dragon, alien.

Teacher gives home-task. Says good-bye.

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?

Health and safety check

More support can be given by drilling less confident learners say a sentence with a partner. They can point to an object on the table by teacher’s command.

More able learner (a leader of the group) helps the group and

when doing the tasks.

During the lesson teacher gives model how to do the task.

Techer gives different tasks for different level.

For example:

1^st retelling – only more able students

2^nd mid able draw mind map

3^rd drawing less able students

Walking around and listening learners as they practice saying sentences and asking questions.

Monitoring learners as they do the tasks using by adjectives and pronouns correctly

Noting which leaner says the sentence correctly: source of evidence may include recording.

Concept checking through formative assessment strategy: “Thumbs up, thumbs down”

Criteria highlighting

1^st group

-using right order of sentences

-using 5-8 words from the text

-pronunciation

2^nd group

-creativity

-using 4 adjectives from the text

-pronunciation

3^rd group

-creativity, using colours

-showing the content of the text

Being aware of Health care techniques.

Doing Physical activities (make a circle ).

Organizing classroom space for movement.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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 achievements/difficulties of individuals that will inform my next lesson?

Unit

Topic

6

Reading for pleasure

Learning objectives

5.3.2.1 - ask simple questions to get information about a limited range of general topics

5.4.4.1- read with some support a limited range of short fiction and non-fiction texts

Level of thinking skills

Knowledge

Application

Higher levels (Analysis Synthesis Evaluation)

Assessment criteria

Identify main idea of the text

Respond to questions according to the text

Task

1. Work in groups.

2. Read the text. «He stood against my window»

3. Retell it in simple sentences using: given words, adjectives and present it to the class.

Genre, horror, scary, character, story, event, good, bad.

Descriptor

Learners :

-Work in groups

-Makes sentences with the given words

-Uses there is/are, adjectives.

-Present their work to the class.