Урок английского языка по теме "To Be Human. Reading for Meaning" (7 класс)

Long-term plan unit: Reading for Pleasure The World of Music

School:

Date: April, 5-6

Teacher name:

Grade: Grade 7

Number present:

absent:

Theme of the lesson: To Be Human

Reading for Meaning (action research question)

• making connections to background knowledge, drawing inferences, and determining importance

Learning objectives(s) that this lesson is contributing to

7.C6 organise and present information clearly to others

7.R1 understand the main points in a growing range of short, simple texts on general and curricular topics

7.R2 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics

7.W6 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics

Lesson objectives

All learners will be able to:

1. Logical relationship

2. Topic related words

3. Correct spelling

4. Giving reasons for the choice of some concepts

• use context clues and text evidence to draw conclusions

• skim and scan 1 paragraph to find some details and specific information

• use 2-3 linkers for sharing a viewpoint with some kind of confidence

Most leaners will be able to:

• use context clues and text evidence to draw conclusions

- skim and scan 2 paragraphs to find some details and specific information and prove their answer

- use 2-3 linkers and transitions for sharing a viewpoint with confidence

Some learners will be able to:

• use context clues and text evidence to draw more precise conclusions

• skim and scan 3 paragraphs to find the most suitable evidence to prove their answer

• use 4-5 linkers and transitions for sharing a viewpoint with consistency

Language objectives

Use of transitions for sharing opinion, giving reasons and examples

Cross curricular links

The unit relates to Art and Psychology

Value links

Respect, cooperation, functional literacy

ICT skills

Searching for collocations to talk about moral values

Previous learning

Collocations for attract, manage

Intercultural awareness

Identify what are the moral values for people around the world

Kazakh culture

Identify what are the moral values in terms of Kazakh mentality

Pastoral Care

Assure you met all learners’ needs

Health and Safety

Make sure power cords are not a tripping hazard

Everyday classroom precautions

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Beginning

5 minutes

(W)

Purpose of the lesson: to identify what makes people humans

Learners look at the poster and tell what movie it represents. Once they guess they are asked to tell what its soundrack is, and who is the author of the song (swicth on the soundrack. Answer: To be human, by Sia).

Then, learners are informed they will study the content of the song, its purpose, author’s attitude and share their ideas about the song.

Ppt

https://www.youtube.com/watch?v=aJi7EhqaY7Y

Middle

10 minutes

20 minutes

20 minutes

15 minutes

5 minutes

Before reading

Objectives: activate prior-knowledge

Think-Pair-Share

1. To draw forth relevant background knowledge and help learners put the reading in context ask the question:

What makes people be humans?

1. Learners think of their answers individually, then brainstorm ideas in pairs, after that present them to the class.

2. Ask a learner write the ideas on the whiteboard. The ideas will be used at the end of the lesson to find out if the text confirmed or refuted their initial ideas or prereading predictions

3. Teacher tells leaners the purpose of studying of the song: to find out What makes people humans

During reading

Objectives: - develop taking notes technique to help learners highlight and clarify important ideas - teaching to locating main ideas when they are explicitly stated

Learners,

1. in pairs, differentiate crucial information and trivial or irrelevant to construct main ideas that need to be inferred.

They skim each paragraph, circle key words, underline some relevant details, and title each paragraph. To title paragraphs they use the evidence they collected while they took notes

1. present the subheadings for peer-sharing, explaining their choice. They use their findings and notes they took while reading the text.

Differentiation by outcome

More confident learners must turn their findings into clear explanations or compelling interpretations that answer these questions:

What's going on here? How do you know? What examples or proof can you offer to support your ideas?

Writing and Use of English

Learners,

1. emphasize the ideas on evidence they collected through claims and positions to build their powers as persuasive writers.

2. use the vocabulary list and checklist for persuasive writing. They introduce paragraph, stating an argument, use a linker. Provide the argument with some evidence, use transitions for giving examples.

Differentiation by task

More confident learners can apply the strategy “Logos-Pathos-Ethos”. They identify for themselves which of the type of argumention is more suitable to explain their viewpoint.

3. swop their works for peer-assessment. More confident learners check less confident learners’ works

4. For peer sharing volunteers present their ideas and evidence from the text stating why their viewpoint is right. Their ideas need to be discussed with the class.

After reading

Objectives: - finding out if the text confirmed or refuted their initial ideas or prereading predictions.

!!!Use learners’ ideas which were brainstormed for activating prior-knowledge

Learners,

1. Identify main idea in the song, and explain how they know that (moral of the song can be taken into consideration)

2. Decide whether the narrator convey humor, sarcasm or sincerity

3. Learners sing the song, then answer the question:

What makes people real humans?

Whiteboard, a white-board marker

Handout 1

Handout 2

Handout 3

End

5 minutes

(I)

Reflection:

Reflect on reading comprehension skills

1. What do I need to better understand?

• Activate prior-knowledge

• Study vocabulary, collocations

• Identify main idea

• Use taking notes technique

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
ICT links

Teachers offer scaffolding material to support learners.

• Allow for extra time for students needing it, when appropriate

• Encourage high-preforming students to lead activities and support others during challenging tasks

• Use open-ended tasks and questions so students may take their learning in their own directions

• When possible, allow for student choice of task

• Allow for flexible groupings and cooperative learning, depending on the appropriateness to the task

Criteria for Persuasive writing

1. An argument stating your viewpoint

2. Use of transitions (see handout Persuasive writing checklist)

3. A reason and an example

Teachers will keep a close eye on safe student activity

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

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