Reading for pleasure план урока 5 класс обновленка

Обновлено: 05.07.2024

- расширить знания об английской и американской литературе.

- обучение рецептивным видам деятельности;

- формирование и развитие коммуникативных умений учащихся.

-расширение эрудиции учащихся, их общего кругозора.

- формирование уважения и интереса к стране изучаемого языка;

- воспитание интереса к учению;

- формирование потребности в практическом использовании языка.

Портреты британских и американских писателей.
Рисунки обложек известных книг.
Кроссворд о писателях на доске.
Цитата о чтении: The more that you read,

The more things you will know.

The more that you learn,

The more places you’ll go. Dr.Seuss

5. Магнитофон и запись музыки песни: “My Bonny”.

1. Good morning boys and girls. I am glad to see you at our lesson. “The Pleasure of Reading” is our topic for this term. Today we’ll speak about our reading habits, about the importance of reading and of course about English and American writers.

How much time do you spend on reading?
What kind of reading do you prefer: do you like reading books? newspapers? magazines?
Do you read books only for your Russian Literature classes or do you do any extra reading?
How old were you when you began reading? Do you remember what book was the first that you read?
Do you collect books? How many books do you have at home?
What does reading do for you? Is it important part of your life? In what way can reading be useful to people? (ex 1 p.137).

3. Now you can say what is reading for you. Finish the phrase: “Reading is. ”.

I / cannot /live / without/ reading / (Thomas Jefferson).
Words / are/ the voice/ of the/ heart /(Confucius).
Reading/ is/ to the mind/ what exercise / is/ to the body/ (Richard Steel).
A library/ is/ a hospital/ for the/ mind /(Anonymous).
Reading / is / a basic tool/ in the living/ of a good/ life/ (Mortimer J. Adler).
A book/ is/ a garden/ carried/ in the pocket/ (Chinese proverb).

6. One minute speaking. You have only one minute to tell you classmates about your favourite books, writers and characters. What can you recommend them for reading.

7. Today we have a very good oppportunity to speak with an expert of A.Milne’s biography. Not long ago we read about this famous writer and spoke about his books. I am sure Natasha knows a lot of his life and can give us many interesting details.

8. It seems to me that somebody is waiting for a word. I have one more surprise for you. The heroes of A. Milne’s book “Winnie- the -Pooh” have come here. This is Rabbit and this is Winnie- the- Pooh. You are welcome.

Winnie-the-Pooh: (громко) Is anybody at home? (стучит в дверью, за дверью слышен шум)

Rabbit: No. Don’t shout so loud. I can hear you quite well.

W.P.: Sorry. Isn’t there anybody here?

R.: Nobody.

W. P. There must be somebody there, because somebody said, “Nobody.” Hello, Rabbit, isn’t that you?

R.: No

W.P. Well, could you very kindly tell me whre Rabbit is?

R.: He has gone to see his friend Pooh Bear who is a great friend of his.

W.P.: To his friend Pooh? But this is me.

R.: What sort of me?

WP.:Pooh Bear.

R.: Are you sure?

W.P.: Quite sure.

R.: Oh, whell, then come in.

(Вини Пух с трудом протискивается в дом кролика.)

R.: You were quite right. It is you. Glad to see you. I am just going to have dinner.

(Винни Пух и Кролик садятся за стол.) Honey or condensed milk with bread?

W.: Both. But don’t bother about the bread, please.

(Через некоторое время) Thank you. Now I have to go!

R.: Good-bye, Pooh! Иностранные языки в школе, №2, 1992г.

9. And at last a crossword and a quiz about the famous British and American writers.

1). An English writer who was born in Ireland in 1667. His novel “The Gulliver’s Travel” is known all over the world (Jonathan Swift).

2). An English writer, the master of detective stories. She was called “A Queen of Crime”.

She wrote 78 crime novels. Her books have been translated into 103 languages. Her well-known characters were Hercule Poirot and Miss Marple (Agatha Christie).

3). A famous English children’s writer. His first book appeared in 1865. It was a fairy-tale about a small girl and her adventures in wonderful land (Lewis Caroll).

4). An English writer, he was born in India where his stories and poems were set. One of books was called “The Jungle Book”where the main hero is Mawgli. (Rudyard Kipling)

5). He was the professor of Literature and English and became famous as the author of famous children’s books: “Hobbit” and “The Lord of Rings” (John Ronald Reuel Tolkien).

6). The famous English novelist. He lived and worked in Scotland. He wrote adventures books: “Quentin Durward”, “Rob Roy”, “Ivanhoe” and others. (Walter Scott)

7). An American writer, the master of short detective stories. (Edgar Allan Poe).

8). A British writer. He was born in Scotland and created a famous fictional character – the detective Sherlock Holmes (Sir Arthor Connan Doyle).

9). This American writer is called the Father of American literature. “All American literature comes from one of his books called “Huckelberry Finn”. (Mark Twain).

10). A modern English writer, she was born 1965, she wrote her first book at 5 or 6 years old, her first book about Harry Potter was published in 1997, at that time she won recognition (J. K. Rowling).

11). The famous English writer. He wrote humorous books. The best known and the most famous is “The Three Men in a Boat to Say Nothing of a Dog”. (Jerome K. Jerome).

Фамилии писателей с 1-11 записываются по горизонтали, а из выделенных букв по вертикали составляется 12.

12). His name is famous all over the world (William Shakespeare).

10. At the end of our lesson we’ll sing a song about books. (to the tune of “My Bonny is Over the Ocean”.

My books are just standing on bookshelves

That I’m always happy to read
My favourite’s under my pillow.
The English book is what I need.
Chorus: Read books, read books,
They were invented to read, to read.
Read books, read books,
English book is what I need.
The book that was written in English
Improves your knowledge as well,
It teaches your lexics and grammar
And how the English words spell.

11. Summing up. I want to finish our lesson with the words of Charles Kingsley “Except a living man, there is nothing more wonderful than a book”.

I hope you understand that without books our life will be empty and borring. Read good books, enjoy them and think.

Конспект урока Reading for pleasure . 'Great Escape' part 1 УМК Ббиолетова М.В.Класс 5.

Вложение	Размер
the_great_escape.doc	24 КБ

Предварительный просмотр:

The Great Escape

Приветствие
Определение темы урока: Look! What’s this? It’s a raven! What’s this? Yes, this is the Tower of London. Today we’ll read the story about … how do you think what is this story about? The Great Escape! From what place?
Фонетическая зарядка : поставить глаголы в present perfect.
Речевая разминка :сделать упражнение на карточка (упр. на совершённое время.)
Проверка домашней работы.
Let’s learn the author of the story which we are going to read today. Her name is Margaret Fallis. Shi is a Scottish writer. She writes for kids. What British authors do you know?
Let’s open the workbook p.67 let’s look at new words. Read please them and after that read the first part of the story by yourself and answer the question did ravens enjoy their life in the Tower?
Now let’s read it aloud.
Open p.68 an do ex.2 say who.
Tell e please is it true or false. Ex.3
Ex.4 let’s describe Walter.
Ex.5 choose the correct answer, please.
Ex.6
Рефлексия : who are the main characters of the story? Where do the event take place?
Домашнее задание: 1.написать план текста,2.составить пересказ по плану,3 .прочитать вторую часть.

По теме: методические разработки, презентации и конспекты

Кузовлев 9 класс_план-конспект урока "Reading habits"

Конспект урока английского языка "Opening Great Britain"

Урок страноведения в 9-м классе, на котором с помощью компьютерной презентации рассказывается о Великобритании, ее географическом положении, странах и эмблемах, флаге и гимне Великобритании, националь.

Бег ведет к перестройке костей, что ведет к снижению травм у человека в обычной жизни. Бег заставляет работать все основные группы мышц тела и возмещает недостающие энергозатраты, что ведет похуданию .

Урок о разных видах композиций в ДПИ. Традиционные виды композиций. Замкнутая композиция и монокомпозиция.

Конспект урока по геометрии ( Атанасян Л.С. и другие, 10-11 класс) 2 часа. Тема урока: Неправильные пирамиды

Конспект урока по геометрии ( Атанасян Л.С. и другие, 10-11 класс) 2 часа.Тема урока: Неправильные пирамидыТип урока: урок решения ключевых задач.Учебная задача: выявление фактов по теме «Неправильные.

Конспект урока "Do you know Great Britain?"

Данный урок рассчитан на учащихся 10 класса и является дополнением к Unit 1. How different the world is! из УМК В. П. Кузовлева "English 10-11". Урок относится к урокам, проводимым в нетрадиционной фо.

Конспект урока "Reading" (Чтение)

В данном документе вы найдете:конспект урока "Reading. Why not?" для 9 классапрезентацию к данному уроку.

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

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….

Respect each other

Care about things

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

Planned timings

Planned activities

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.

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:

Do you read book ?

What types of books do you know ?

Do you read fairy tales ?

How many books do you have ?

Which type of literature is fiction ?

Which type of literature is non-fiction ?

Экшн және оқиғалы

Ғылыми ойдан шығалырған

Articles in newspapers/magazines

Газет пен журналдардағы мақала

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

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

Fiction and non-fiction

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

Yellow, green, purple.

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

3 rd what they have understood – to draw an imagination

AfL PEER ASSESSMENT Criteria highlighting:

+using right order of sentence

+using 5-8 words from the text

+using 4 adjectives from the text

+creativity, using colors

+showing the content of the text

Students should to fish and catch the fish with facts.

Then stick them on the poster rightly.

A poster with shape of aquarium, fish.

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:

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

-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.

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)?

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

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

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

Свидетельство и скидка на обучение каждому участнику

Зарегистрироваться 15–17 марта 2022 г.

Область: Акмолинская

Школа: Школа гимназия №6 имени Абая Кунанбаева

Ф.И.О: Халитова Гузаль Тавфиковна

Teacher name:Khalitova G.T.

Number present: 12

Learning objectives

5.R1, 5.R2, 5.L3, 5.L4, 5.C4, 5.C9 , 5.W2

Lesson objecti ves

All learners will be able to:

Read the story and answer the detailed questions on the simple text with support

Use at least 5 new words while answering and asking the questions orally with some support

Write 5 sentences based on the text with support

Write, play and draw the ending of the story using their imagination

Give feedback to one another using simple prompts

Most learners will be able to:

Ask and answer the detailed questions on the given text without support

Write the ending of the story using their imagination

Some learners will be able to:

Express their thoughts and ideas while answering open questions on the given text

Give extended feedback to partners

Assessment criteria

Read and identify the main idea and details in the text with little support

Ask and answer the questions on the text

Write short simple sentences based on the text

Produce the end of the story

Language objectives

Path, robin, key, keyhole, branch, breath, ivy, curtain.

Useful sets of phrases for dialogues and writing:

Do you like reading? How often do you read?

What books do you like to read?

Do you enjoy reading books?

Value links

be prepared to learn throughout life

Cross curricular links

PPT, Interactive board

Previous learning

Planned timings

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

3- 5 min

Beginning the lesson

Activity 1. Warm up. T-Ss

Good morning, dear children! How are you? Please look at the blackboard and read the poem “Read to Me” by Jane Yolen line by line in turns.

(W) Ss read the short poem

Read to me riddles and read to me rhymes

Read to me stories of magical times

Read to me tales about castles and kings

Read to me stories of fabulous things

Read to me pirates and read to me knights

Read to me dragons and dragon-book fights

Read to me spaceships and cowboys and then

When you are finished- please read them again.

Activity 2.Predicting the theme of the lesson. T-Ss

(W) T asks gist questions.

T: Do you like reading? How often do you read?

Do you read at home or at school?

What books do you like to read?

Do you enjoy reading books?

What do you think pupils we’ll do today at the lesson?

What is our lesson theme for today?

L: Today we’ll read a story.

LO are introduced to the S.

T: Today we shall:

Learn new words and use them in your speech

Ask and answer the questions on the text

Write sentences connected with the text

Finish up the story

Activity 3.Presenting new words. T-Ss

(W) (I) T shows the pictures and new words: path, robin, key, keyhole, branch, breath, ivy, curtain. S repeat new words in chorus and individually. If necessary corrects the pronunciation. Then T asks S to give the synonyms to the words.

Ss-Ss(P) S work in pairs. T gives the sheets of paper with the words and their definitions. S should match them. Working in pairs stronger S help weaker S. After doing the task pairs change their sheets of paper and check their answers. T gives the right answers on the board to help S to check the task.

an evergreen plant that often grows up trees or buildings

a part of a tree

a small road in the forest or a field

a small brown bird with a red front

a piece of material that hangs across a window

a hole in a lock that you put a key into

the air that goes into and out of your lungs

a piece of metal that has been cut into a special shape and is used for opening or closing a lock

Repeats the words individually and in chorus

Identifies the words

Matches the given words with their definitions with support. Gives synonyms to the words.

Checks the answers in pairs

PPT slides 4-11with pictures

Activity 4. Pre-reading. T-Ss

Look at the new words. They are from the text we are going to read. What do you think we are going to read about? What kind of story is it? Can you name the characters of the story?

Activity 5. Reading. Skimming the text. “The Secret Garden” SS-T

(G) S are divided into 3 groups.T gives them the text. S skim the text to get the main idea. T asks weaker S to find the answer to the question: Where was Mary? Who was she talking to?Where did the girl turn out to be? The stronger S are given the same text with the missing words, which they should complete.

“ The Secret Garden” by Frances Hodson Burnett

Mary walked around the flower garden and the fruit trees. Then she went to her own special path and decided to run from one end to the other. It was a long path and she ran slowly, but soon she got hot and tired. She stopped with a laugh- and then, suddenly, she saw a little bird. It was the robin! As Mary went towards him she felt the heavy key in her pocket.

“ Yesterday you showed me where the key was”, she said. “Today you should show me the door”. The robin flew from his branch to the top of the wall. Then he opened his mouth and sang a loud, lovely song.

A breath of wind came down the path. It was strong enough to move the long branches of ivy hanging from the wall. Mary jumped forward. For a moment she could see something under the leaves, something very unusual.

She began to push the ivy to the side. It hung in a long curtain over the wall, and under it Mary could see wood and metal. Her heart began to jump with excitement. The robin kept singing, as it was excited too. It was a door that had been closed for many years. Mary put her hand in her pocket and took out the key. She put it into a keyhole. She had to use two hands to turn it- but yes, it turned.

And then she took a long breath. She looked behind her up the long path to see if anyone was coming. No one was there. She held back the curtain of ivy and pushed the door, which opened slowly…..slowly. Then she slipped through the opening and shut the door behind her. She stood with her back against it, looking around her in amazement. She was standing inside the secret garden.

works in groups

Reads and identifies the main idea in the text

Answers the given questions correctly with support

Fills in the missing words.

Checks the tasks in group

Activity 6. Post-reading. Giving and answering the questions on the text. Strategy “Hot Seat”. Ss-Ss

(G, I) Each group makes up 5 general and 5 wh-questions. Then one of the S takes place in the chair in front of the class and answers the questions. Weaker S answer general questions and stronger S answer special or open questions. If the S answers correctly the rest of the S clap their hands.

Works in a group and individually

Asks general and special questions on the text with support

Answers the given questions without support

Gives feedback to classmates by applauding

Uses new words while asking and answering the questions

Expresses his thoughts or opinions while answering open questions

Activity 7. Writing right and wrong sentences. Ss-Ss

(W, G) T asks S to make up 3 correct and 2 wrong sentences based on the text and write them on the paper. Then the groups change their sentences and find out what sentences are correct and what are wrong. They read aloud the sentences that they corrected.

Works in groups

Identifies details in a text with little support

Writes correct and wrong sentences

Corrects the wrong sentences

Checks the sentences in a group.

Activity 8. Making up the end of the story. Ss-Ss

(W, G) T asks S in groups to continue the story in different ways. One of the groups draws the end of the story, the second group makes up the ending of the story, the third group role-plays.

Читайте также: