Reading for pleasure

7.3A Reading for pleasure

School: Secondary school after K.Mendaliev

Date:

Teacher’s name: Mendikhanova G.Sh.

Grade 7 __

Number present:

absent:

Theme of the lesson:

Vocabulary revision.

Role-play “The gift of the Magi”

Learning objectives(s) that this lesson is contributing to

7.C2 use speaking and listening skills to provide sensitive feedback to peers

7.C3 respect differing points of view

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

Lesson objectives

All learners will be able to:

• Express their ideas in groups;

• Complete the vocabulary task with some support;

• Assess performances of classmates;

Most learners will be able to:

• Speak, using proper grammar rules with some support;

• Complete the vocabulary task with minimal support;

• Create their speech with some support;

• Give critical feedback to their classmates;

Some learners will be able to:

• Complete the vocabulary task independently;

• Speak and write independently;

• Provide assistance and support to less able classmates.

Assessment criteria

Speaking – presenting ideas clearly to others, grammar, vocabulary

Language objective

Use subject specific vocabulary.

Use appropriate Present and Past Tenses.

Intercultural awareness

Reading a work by a foreign author.

Learning about other people’s traditions and way of living.

Reviewing famous literary works, characters and authors.

Value links

Responsibility , Global Citizenship, Collaboration

Cross curricular links

Literature

Use of ICT

Projector or Smart board for showing a presentation, laptops for online dictionaries

Previous learning

Simple tenses, vocabulary related to books and reading

Kazakh culture

Review of some Kazakh works and authors during the group division.

Pastoral Care

Assure the needs of all learners are met.

Health and Safety

Make sure to ventilate the room before the lesson and remind the learners to be careful with cords and corners.

Planned timings

Planned activities

Resources

1-3 minutes

4-10 minutes

11-14 minutes

15-35

minutes

36-40 minutes

Greeting

Teacher greets learners and introduces the lesson objectives.

To review the vocabulary, act out parts of the story and assess each other’s performances.

Vocabulary check

Teacher makes sure that every student has read “The gift of the Magi”, which was given previously as a hometask.

Then teacher hands out worksheets with pictures that represent some of the words from the text. Learners need to write the names of objects in the provided space.(I)

Differentiation – more able learners write the words themselves, less able learners choose from the box.

After the learners have finished, teacher shows the slides on the board, asks the class and checks the answers together with them.(W)

Answers:

1. watch

2. store

3. heavy

4. gift

5. quiet

6. comb

7. coat

8. chain

Group division

Learners take cards with book-related phrases on them. They should form groups of 3-4 by joining classmates whose cards have some common theme with theirs(e.g. apple, pear, banana will come together because they are fruits)

Role-play(G,W, SA)

Teacher gives out cards with situations randomly to each group. They need to discuss the situation from the story, assign roles and perform it in front of the whole class.

Situation 1 – Della wants to buy a gift for Jim, so she goes to the hairdresser to cut and sell her hair. The hairdresser doesn’t want to cut it, but Della persuades her.

Situation 2 – Jim wants to buy a comb for Della as a gift. He takes his watch to the store. The shopkeeper wants to pay a low price for it. Jim asks for more and then sells the watch.

Situation 3 – Della is cooking dinner. Jim comes home at 7 o’clock. They give each other their presents.

Teacher should monitor the preparation process, check, if everyone takes equal participation, and provide help if necessary.

As each group performs, others should assess them according to the criteria provided.

Criteria

Reflection

Teacher invites learners to put sticky notes on the picture that best describes how they felt during the lesson.

Heavy stack of books – it was very difficult to understand

Boy reading a book – it was fine

Boy jumping with a book – I understood everything

Hometask

Revision

Power Point Presentation, slide 2

“The gift of the Magi”.pdf

Appendix 1 - for more able.doc

Appendix 1 - for less able.doc

PPP, slides 3-10

Appendix 2 – group division.doc

Appendix 3 – situations.doc

Appendix 4 – summative assessment.doc

Appendix 5 – reflection.doc

End

1min

Feedback: Teacher asks learners what task was difficult to them and which pair worked well.

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?

Critical thinking

Less able learners:

• (4-10) Provide less able learners with the words written on a worksheet so they can choose.

• (15-35) Create mixed ability groups.

More able learners:

• (4-10) Theyname the objects without any help. They can also write synonyms and antonyms to given words.

• (15-35) They can provide support and assistance to classmates that need help.

• Monitor learners to check they remember new vocabulary.

• Observe learners when creating and rehearsing their group performance. Do they all take equal participation in discussions?

• Pay attention to their reflection. Did they feel comfortable during the lesson? What can you do to improve the lesson?

Learners work in groups, discuss their ideas and decide how to act out parts of the story that were not mentioned in the original text.

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 the lesson about this class or individuals that will inform my next lesson?

chain

watch

gift

comb

store

coat

heavy

quiet

Harry Potter

J.K.Rowling

Hogwarts

Mukhtar Auezov

Abai

Abai Zholy

Alexander Pushkin

Eugene Onegin

Golden fish

William Shakespeare

Hamlet

Romeo and Juliet

Detective

Science-fiction

Drama

Hardback

Paperback

E-book

Situation 1 – Della wants to buy a gift for Jim, so she goes to the hairdresser to cut and sell her hair. The hairdresser doesn’t want to cut it, but Della persuades her.

Situation 2 – Jim wants to buy a comb for Della as a gift. He takes his watch to the store. The shopkeeper wants to pay a low price for it. Jim asks for more and then sells the watch.

Situation 3 – Della is cooking dinner. Jim comes home at 7 o’clock. They give each other their presents.

Learning Objectives

7.C2 use speaking and listening skills to provide sensitive feedback to peers

7.C3 respect differing points of view

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

Level of thinking skills

Synthesis

Assessment criteria

Present ideas clearly to others

Grammar

Vocabulary

Content

The performance is according to the situation card

1

Learner links ideas logically with appropriate connectors (no less than three)

1

Grammar

Learner makes few grammatical mistakes (no more than four)

2

Learner uses simple and complex structures

1

Vocabulary

Learner uses new words (at least three)

1

Learner pronounces the words correctly (no more than three mistakes)

1

Performance

Learner took equal part in the performance

1

Learner played his/her part well

1

Total

9

Situation 1 – Della wants to buy a gift for Jim, so she goes to the hairdresser to cut and sell her hair. The hairdresser doesn’t want to cut it, but Della persuades her.

Situation 2 – Jim wants to buy a comb for Della as a gift. He takes his watch to the store. The shopkeeper wants to pay a low price for it. Jim asks for more and then sells the watch.

Situation 3 – Della is cooking dinner. Jim comes home at 7 o’clock. They give each other their presents.

Assessment criteria

Student’s name ______________

Content

The performance is according to the situation card

1

Learner links ideas logically with appropriate connectors (no less than three)

1

Grammar

Learner makes few grammatical mistakes (no more than four)

2

Learner uses simple and complex structures

1

Vocabulary

Learner uses new words (at least three)

1

Learner pronounces the words correctly (no more than three mistakes)

1

Performance

Learner took equal part in the performance

1

Learner played his/her part well

1

Total

9