Non fiction books in kazakh english russian languages план урока

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Lesson plan

LESSON: 6: Reading for Pleasure
Learners read non-fiction books in Kazakh, English, Russian languages

Teacher name: Tukhamanova A.D

Number present:

Learning objectives(s) that this lesson is contributing to

5.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

5.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

Lesson objectives

All learners will be able to:

understand the events in the story from the book

recognize unfamiliar words while reading the story

read, understand and reorder most of the events in the story

Most learners will be able to:

use visual support to understand the events in the story and the actions of the 3 bears and a Godlilocks

use their knowledge of the words during the role-play activity

read and reorder parts of a story without support

understand the moral of the story

Some learners will be able to:

understand most of the language on the story

communicate using a wide range of vocabulary from the story expressively during role-play

Language objectives

Use simple present tenses

Value links

Cross curricular links link

Projector or Smart board for presenting PPT and video image of this story

Previous learning

Learners read the story working on unfamiliar words to the text. They got full information of the story and ready to do some post-reading activities

Planned timings

Planned activities

Lesson hook.

Teacher shows a picture of the story and asks what they see (for less motivated students ). They recall the title of the story “Godlilock and the three bears”. Then she may ask where this episode took place in the story.

For more motivated students she shows a video of the cartoon without sound for 30-50 seconds. Then she may ask what cartoon characters are talking about.

After the short conversation, she introduces the lesson objectives and asks them to put them down on their copy books:

To do vocabulary revision on this story

Make up sentences using those words

Use those words in your speech. (sequencing activity, role-play, ).

The first post-reading activity.

Teacher asks learners to find true or false statements. This task will be presented as a formative assessment at the end they may check for their text comprehension using assessment criteria. (if they collect 6 score out of 8 they could manage this task and can be praised with a star). The answers will be checked with the help of the teacher. In order to evaluate their work they may check each other’s work.

We read the story about 2 bears and a princess. F

The girl’s mother asked her daughter to go to the shop to buy some bread. F

The girl likes to go for a walk. T

She meets 2 bears on the road to the shop. F

Bears were very friendly to the girl. T

When she comes to the bears’ house, she eats baby bear’s porridge. T.

She likes mother bear’ bed, because it is too soft. F.

She gets home with three bears. F.

The second post-reading activity.

The quick vocabulary revision. Teacher shows a list of words from the story and they together revise for meaning:

To pick up flowers, to lose her way, to belong to, porridge, to smell, big bowl, feet were sore, to climb up the stairs, to scream, to fall asleep, to wake someone up, to apologize , to become friends

The third post-reading activities . The teacher distributes the tasks according to their levels. She explains their functions and shows assessment criteria. Learners are given 20 minutes for preparation.

Less able students are given to make up sentences using the words above.

More able students should make up a story using those words.

High motivated students act out the story in three or four pupils. They have to be reminded that this group of learners should have a narrator.

Formative assessment. Students are informed how they are going to be assessed by the following criteria:

Language (Grammar and usage of new words)

Teacher nominates group of learners according to their performance. Learners give peer feedback such as: Well done! Great job, The best actors and actresses, The super English speakers and so on. Teacher praises learners’ performance and suggests an improvement.

They start performing their tasks. Each group or peers listen to their peers’ performance and assess each other according to the assessment criteria.

Learners complete an evaluation of what they did during the lesson by circling one word in each statement:

I can understand: all / most of / some of the story in the video.

I can understand: all / most of / some of the story when I read it.

I can say: all / most of / some of the words in the role-play.

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 story vocabulary in a word list so they can read examples of words seen or heard.

Learners who are less confident at making up dialogue, can be given copies of parts of the dialogue from the story to read aloud.

More-able learners can be encouraged to use the full range of language from the video when they practise the role-play.

Monitor how much vocabulary learners can recall from images on the video without sound and then from video with sound.

Monitor learners as they reorder events from the story. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson.

Monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play?

When they perform true-false task they use ready-made answers in order to be able to check for themselves or each other.

Post-reading exercises with differentiated tasks are assessed by special assessment criteria displayed on the screen.

Make sure they have shared their roles in the act out activity appropriately.

Learners should have sufficient space to feel comfortable while they are acting.

Let them understand by holding a discussion that animals have also intellect and instinct that are able to take care of themselves.

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)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Issue 3 Page 5 of 5

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Good morning pupils! Who is on duty today? Who is absent?

Circle of joy.Pupils must stand in a circle and say good words each other in English.

Task 1 Listen to and repeat attentively after teacher : a book , a writer , a library , at school , at college, a study, at the university, a lesson.

Task 2 look at the pictures and say about them what do you know

Task 3 Find out which of these adjectives in positive degree, in comparative degree, in superlative degree

7.L1 Understand with little support the main points in extended talk on a limited range of general and curricular topics.

Lesson objectives

All learners will be able to:

Solve the rebus and guess the topic of the lesson;

Understand most specific information and detail while watching video;

Give an opinion at sentence level on classmates’ presentation;

Understand what fiction and non-fiction literature is.

Most learners will be able to:

Set lesson objectives with teacher;

Keep interaction going in longer exchanges while preparing a presentation in groups;

Become a speaker of the group to act as a teacher and explain the topic.

Some learners will be able to:

Ccritically analyse the difference between fiction and non-fiction literature;

Assist less able learners during class/group/pair discussions.

Language objective

Fiction and Non-fiction literature.

Value links

Lifelong learning, Collaboration, Respect to different opinions, Transparency in evaluation, Global Awareness

Cross curricular links

Kazakh, Russian and English Literature through discussing fiction and non-fiction books

Previous learning

Term 2 knowledge

Use of ICT

Projector or Smart board for showing a presentation

Laptops and internet during a group activity

Intercultural awareness

Accept diversity of other cultures’ literature

Kazakh culture

Discussion of Kazakh fiction and non-fiction books

Pastoral Care

Student centered teaching: respect, support and scaffolding;

To create a friendly atmosphere for collaborative work.

Promote a sense of self-esteem and self-respect and respect for others among all the learners.

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Planned timings

Planned activities

2 min – group division

2 min – instructions

13 min – group work

6 min for each groups presentation

3 min – video and self-evaluation

Greetings: W

Teacher greets learners and congratulates the class on the beginning of the 3 rd term. Then, teacher hands out stickers and asks learners to write a compliment to a peer. Learners write wishes and nice words to each other, so learners collaborate and create a friendly atmosphere.

Learners look at the slide and in pairs try to solve the rebus in order to guess the topic of the lesson. Learners will solve the rebus and find out the theme of the lesson.

Then teacher asks learners what they are going to learn today. Learners will guess that they will read and discuss different books, learn about famous authors. Then teacher and learners set the lesson objectives together.

Fiction or Non-fiction? W

Teacher displays pictures of fiction and non-fiction books / journals of Kazakh, Russian and English literature. Learners should look at the pictures and analyse the difference between them. This activity is aimed at developing learners’ critical thinking skills since learners are expected to analyse the pictures and understand which books refer to fiction and non-fiction literature.

Learners should say that these are different books, but the role of teacher is to encourage them to understand what fiction and non-fiction literature is.

At this stage learners might not know the terms “fiction” and “non-fiction”.

Group project “You are the Teacher”, G, f

When learners have guessed the difference between the suggested books, divide the class into 2 groups.

Teacher hands out parts of puzzles to learners. Learners walk around the classroom and collect puzzle pieces. When the puzzles are ready, two groups are formed (Teacher should cut the pictures to make puzzles beforehand.)

Group A focuses on fiction literature and should make a presentation to explain it to their classmates.

Group B investigates non-fiction literature.

Differentiation

Group A (less able learners) are given key words with translation to use in their presentation

Group B (more able learners) are given key words with definitions.

Before learners start working in groups, teacher reminds that they should divide responsibilities in a group (speakers 1-3, art designer, writer, time keeper)

Teacher gives clear instruction and sets time: 5 minutes to study what fiction or non-fiction literature is, 5 minutes to create a poster, 3 minutes to prepare speech.

Before learners’ presentation, teacher introduces the assessment criteria:

A detailed explanation of fiction or non-fiction genre with examples of Kazakh, Russian and English literature

Grammatical Accuracy (Present Simple)

All learners contribute to group work

Fluency and right pronunciation

While one group is presenting, the other one is to comment and ask questions.

Then learners watch a video about fiction and non-fiction literature and reflect on own presentation.

Reflection P

Learners create a cinquain poem with the word “reading” or “book” or any word related to the topic of the lesson

If necessary, teacher explains to learners the structure of a cinquain and gives a sample

Learners need to bring a favourite book in Kazakh, Russian or English and be ready to describe it.

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.R4 Read and understand independently the main idea in a short simple fiction and nonfiction text

7.S8 recount some extended stories and events on a limited range of general and curricular topics

Lesson objectives

All: read the nonfiction story

Most: answer for 5 questions correctly

Some: give examples for fiction and nonfiction stories

Language objectives

This lesson will be focused on development of reading and speaking skills.

Value links

Respecting diversity of opinion

Cross curricular links

Active Board for demonstrating the video

Previous learning

Assessment criteria

7. R1. Understand the main point of the text.

7. R2. Understand specific information of the text

7. R4. Understand independently the main idea

Read the text and understand the main idea.

Read and understand the details in the text by answering appropriate tasks

Read and comprehend idea independently

Planned timings

Teacher activity

Learner activity

Differentiation

T introduces learning objectives and shows short video about the difference between fiction and non fiction stories.

T asks Ss the following questions:

Do you like reading?

How often do you read?

What kind of books do you read?

Do you read nonfiction stories?

What is the difference between fiction and nonfiction stories ?

After that, T gives 3 different texts and gives them to read. T gives them by their levels.

See attached files worksheet

№ 1 Text about Miss Mitchel’s comet and teacher asks Ss to do test at the end of the text. After that, they answer to the questions. Also teacher asks Ss to identify the stories type(fiction or nonfiction)

№ 2 Text about The History of Chocolate. In addition, Ss should read and do exercises after reading. Also Ss should identify the stories type(fiction or nonfiction)

№3 Text Text about the Sun and stars. Also Ss read and and answer to the questions Also Ss should identify the stories type(fiction or non fiction)

All Ss at the end should underline new words and translate them by using their dictionary.

Ss greet the Teacher.

(W) Ss answer teacher’s questions .

Differentiation by task

Students read the texts according to their level of difficulty and students ability.

Students read about Miss Mitchel’s comet .They should do test at the end of the text. After that, they answer to the questions. Also Ss should identify the stories type(fiction or nonfiction)

In addition, Ss should read and do exercises after reading. Also Ss should identify the stories type(fiction or nonfiction)

Students read about the Sun and stars. Also Ss read and and answer to the questions . Also Ss should identify the stories type(fiction or non fiction)

Less able Ss sit with most able Ss

Provide a support to less able Ss with the translation of words.

difference between fiction

non fiction story

Text about Miss Mitchel’s comet

Text about The History of Chocolate

Text Text about the Sun and stars

Teacher shows the learners the front cover of the book and asks what they know about him (Robin Hood). Then she/he tells them that they are going to read a story about Robin Hood.

Before reading the story, teacher asks learner to discuss in pairs, if they have never read or heard about this story, they have to predict the answers.

Task 1 Robin Hood took money from rich people and gave it to people without money. How did he do it? Why did he do it? What do you think?

After discussing in pairs, teacher tells them to share with the whole class.

Task 2 Then teacher shows on the ppt some words that are all in the story and asks learners in pair find these words in their dictionary( abbey, abbot, arrow, bow, deer, forest, king, land, prince, sheriff, sword) and classify into 3 categories (• people • places • an animal)

After checking this task teacher asks open-ended questions to the whole class (What did people use when they fought?)

Task 3 Then teacher shows some questions on the ppt and explains the words in italics (if it is needed) and asks learners to discuss in 3 groups.

a Which would you like to be? brave greedy poor b When John robs David, who loses? c Why do people like adventures? d What can you do with gold?

Teacher divides students into 5 groups and spreads first 5 chapters. (for the 1st group 1st chapter, for the 2nd group 2nd chapter…)

After finishing reading the chapters teachers asks learners to sit in a circle and answer the questions (according to their chapters read)

1.Why is: a Lord Gamwell first angry and sad, and then happy? b Prince John angry? c the abbot angry and afraid? d young Much sad and angry? 2In the fight between Robin and Little John, who is stronger? Who is cleverer? 3 How is the story of Robin's parents the same as Shakespeare's story of Romeo and Juliet? How is it different? Talk about it.

T asks if they liked their story or not.

SS should describe their lesson with three adjectives

Learners see the front cover of the book and tell what they know about him (Robin Hood).

Before reading the story, students are to discuss in pairs, if they have never read or heard about this story, they have to predict the answers.

Task 1 Robin Hood took money from rich people and gave it to people without money. How did he do it? Why did he do it? What do you think?

After discussing in pairs, they are to share with the whole class.

Task 2 Learners are asked to work in pairs, find these words in their dictionary( abbey, abbot, arrow, bow, deer, forest, king, land, prince, sheriff, sword) and classify into 3 categories (• people • places • an animal)

Students are asked open-ended question (What did people use when they fought?)

Task 3 Then students are shown some questions on the ppt and have to discuss in 3 groups.

a Which would you like to be? brave greedy poor b When John robs David, who loses? c Why do people like adventures? d What can you do with gold?

Learners are divided into 5 groups and handed out first 5 chapters. (for the 1st group 1st chapter, for the 2nd group 2nd chapter…)

After finishing reading the chapters learners to sit in a circle and answer the questions (according to their chapters read)

Theme of the lesson:
Learners read non-fiction books in Kazakh, English, Russian languages
Learning objectives
9.4.5.1 - deduce meaning from context in extended texts on a range of familiar general and curricular topics;
9.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics;
Lesson objectives
All learners will be able to
identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support
Most learners will be able to
identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support
Some learners will be able to
identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

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