Разработка урока «Reading for pleasure. Чтение для удовольствия», английский язык, 7 класс
Разработка урока «Reading for pleasure. Чтение для удовольствия», английский язык, 7 класс.
Автор: Колпакиди Нина Абрамовна, учитель английского языка.
Краткосрочный план урока. Чтение текстов различных жанров. Этот урок направлен на развитие навыков говорения и глобальной осведомленности учащихся. Учащиеся должны знать известные английские книги и их персонажей.
Short term plan
Theme: Reading for pleasure School: Sandyktau
Date: Teacher’s name: Kolpakidi Nina
Grade 7 Number present: absent:
Theme of the lesson Analysing the story: Parts of a story plot.
Learning objectives(s) that this lesson is contributing to 7.C6 Organise and present information clearly to others;
8.R3 Understand the detail of an argument on a limited range of familiar general and curricular topics;
8.C9 Use imagination to express thoughts, ideas, experiences and feelings;
8.R1 Understand the main points in a growing range of short, simple texts on general and curricular topics.
Lesson objectives All learners will be able to:
• Understand with limited support the main points while reading stories in groups;
• Understand most specific information and detail while discussing parts of a story plot;
• Give an opinion at sentence level on describing one’s favourite story plot.
Most learners will be able to:
• Understand more complex supported questions while reading stories in groups;
• Keep interaction going in longer exchanges while discussing parts of a story plot;
• Try to analyse their favourite story plot according to its elements.
Some learners will be able to:
• Understand stories in detail while reading;
• Understand the elements of a story plot clearly and support other peers in class\pair exchanges;
• Analyze story plots in a meaningful way.
Language objective Parts of a story plot
Value links Lifelong learning, cooperation, respect to different opinions
Cross curricular links Literature
Previous learning Students learnt about the main elements of a story.
Use of ICT • Projector or Smart board for showing a presentation
• Online dictionaries while reading
Intercultural awareness Accept diversity of other cultures
Kazakh culture Discussion of famous plots of stories\ books by Kazakhstani writers
Pastoral Care Assure the needs of all learners are met
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 Resources
Home task Pre-Teaching W
• Teacher elicits the previous lesson material by asking the question what plot of the story is. Then teacher presents the lesson objectives to the class.
• Together the learners watch the video to review what they learnt in the previous lesson.
Teaching: Parts of a story plot W
Learners explore different parts of a story plot. It is essential to encourage learners to give examples based on the books they have read.
Pre-reading activity P f
Learners complete the task to be familiar with the new words from the text.
More able learners- match the new words with the definitions
Less able learners- match the new words with their translations.
Reading class activity G f
• Teacher presents the task to learners.
3-4 learners form a group and start reading 3 different stories. They should complete the table when they finish reading their stories.
Then learners then present the story to the class.
Post-reading activity I f
Learners complete the tasks to check their reading comprehension.
Assessment criteria: if the learner completes successfully 80% of the reading task, he\she gets “Achieved”. If the learner can complete less than 80% of the task, he \she gets “Working towards”
Answers: 1. False; 2. True; 3. True; 4. False; 5. True.
Creative task P f
Learners in pairs choose a task that appeals to them most:
• Learners try to create an alternative ending of their favourite story.
• Learners write a letter to one of the favourite story’s hero.
• Learners paint the setting and the story characters of their favourite book.
Learners then present their ideas to the peers.
Reflection “Onion rings”
Students summarize what they have learnt at the lesson by talking to their peers in circles (students should stand to make outer and inner circles facing each other).
Students should choose their favourite book\story in any language (Kazakh, Russian or English) and analyse the parts of its plot. Learners should be prepared to present it to the class next lesson.
PPP, slides 2 & 3
PPP, slides 4-5
Vocabulary for less and more able learners (see Appendix 1)
PPP, slide 6
Stories for reading (see Appendix 2)
A table for filling information (see Appendix 3)
Formative assessment (see Appendix 4)
markers, A4, A3 paper if needed
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
• Differentiation will be implemented through presenting different types of questions in the pre-reading activity:
For more able students- the cards with matching words and their definitions
For less able students- the cards with matching words with their translations
Assessment – how are you planning to check learners’ learning?
• Assessment criteria will be presented to the learners before starting the reading task
• Observe learners when participating in discussion. Did the group dynamics work? Did each learner contribute to the discussion? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other)
• Monitor learners to check they can pick up specific details when reading the text and having a class\group discussion.
• Critical thinking
• Analyzing the parts of 3 story plots according to the scheme presented at the lesson
• Creative approach to completing the tasks
• Collaboration with the peers to complete the tasks successfully
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?
The lesson went well as the students were engaged in the class and pair discussions. Students contributed to discussions and shared their ideas with the peers.
Most of the students were able to complete the reading task successfully, although some of the learners struggled with the new words while reading.
Next time, I should provide more scaffolding with the new words to the certain students.
What two things went really well (consider both teaching and learning)?
1: Class\ pair activities
2: Differentiated task
What two things would have improved the lesson (consider both teaching and learning)?
1: Providing scaffolding
What have I learned from the lesson about this class or individuals that will inform my next lesson?
Students love reading about teenagers like them and find similarities in their lifestyles. Students love doing creative tasks, especially when they have a choice. Everyone was engaging in doing a creative task with high motivation and excitement.
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