Designing an Intensive Reading Lesson Chapter 5 Answer Key

Unit of a long term programme

Unit 7 Reading for pleasure Lesson program 72

School:

Date:

Teacher's proper name:

Class: 6

Number present:

Number absent:

Lesson title

Books and writers.

Learning objectives(due south) that this lesson is contributing to

half-dozen.C4 evaluate and respond constructively to feedback from others

6.C7 develop and sustain a consistent statement when speaking or writing

6.S5 keep interaction going in basic exchanges on a growing range of full general and curricular topics

half-dozen.R1 empathise the chief points in a limited range of short simple texts on general and curricular topics

six.R2 understand with little support specific data and detail in curt, simple texts on a express range of full general and curricular topics

half-dozen.R3 empathize the detail of an argument on a limited range of familiar general and curricular topics, including some extended texts

six.R7 recognise typical features at give-and-take, judgement and text level in a limited range of written genres

six.R8 employ with some support familiar paper and digital reference resources to check meaning

6.W8 spell almost high-frequency words accurately for a limited range of full general topics of familiar full general topics

Lesson objectives

All learners volition be able to:

• develop speaking skills through communication about experiences
• ameliorate reading skills through recognising typical features at word
• write descriptions given facts about the books, utilise regular and irregular forms of the present perfect describing experiences.

About learners will exist able to:

• Select, compile, and synthesize data from the reading passage for an oral presentation.

Some learners will be able to:

Respond to and talk over the reading passage using interpretive, evaluative and artistic thinking skills.

• Demonstrate the ability to discover right information without whatever mistakes;

Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

• Employ topic related vocabulary in speech with grammar accuracies.

Value links

Cooperation, respect each other'southward opinion, functional literacy.

Cross curricular links

Social Science, Kazakh and Foreign Literature, Psychology, It.

Previous learning

Talking about experiences.

Use of ICT

Smart lath for showing a presentation, getting additional data, playing the audio files.

Intercultural awareness

Discuss books and writers.

Health and Prophylactic

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electric power cords.

Planned timings

Planned activities

Resources

Beginning of the lesson

7 min.

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to conceptualize from the lesson.

Then to create a positive learning environment the teachers asks students to showtime the lesson giving each other compliments about appearance, chore performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

Sts. sing a song "Brighton in the pelting" and speak near the plot of it.

Have you ever been to Brighton? Where have yous been?

Warm up. Free talk about books Sts. have recently read? The teacher asks Sts. in pairs brand a listing of the characteristics of the books stories they have read?

Slide (useful phrases).

Pictures

PPT

Course books.google.com.co/books?isbn=0521376661 Michael Swan – 1990

Pupil Book p.84

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

Main

Activities

fifteen min.

12 min

Main part

Await at the titles of the books and tell the teacher near them. Accept you read or heard about these books?

Ex.1 p.84. Write adjectives about the books:

"My proper name is Kozha"	" The Hunger Games"
funny, moving.....	exciting, fascinating....

Utilise dictionaries to translate the words you don't know:

Funny, heady, moving, dull, appealing, scary, imaginative, fascinating. Give synonyms and opposites to these words. Ex.2 p.84.

Speak about the famous Kazakh writer: Berdibek Sokpakbaev.

Ex.three p.84

Sts. sentry the episode from the pic" My proper name is Kozha" and say some words nearly the main graphic symbol.

What accept you learnt nigh the author? Ex.four. p.84.

Answers:

1.c

2.b

3.a

four.b

Ex.5. Activate. Creative Task.

In groups of 4, choose whatever writer and speak about them. The teacher gives the names of four writers: Kazakh, Russian, English and French. Each group makes a presentation. Two pupils prepare a brusque review about Suzanne Collins.

Pupil Book p.84

CD. 2.26

A pic " My proper name is Kozha".

CD. 2.26

Student Book p.84

Writing

Worksheet

Catastrophe the lesson

6 min.

Giving the dwelling house task.

W.B. p.60

Biography of 2 writers.

Students express their mental attitude to the lesson and give self-assessment using the method: " Six thinking hats ":

• Green: How can you use today's learning in different subjects?
• Red: How do you feel most your work today?
• White: What have you leant today?
• Black: What were the weaknesses of your work?
• Blueish: How much progress have you fabricated in this lesson? (Now I tin, I withal need to work on, I've improved in, Today I learnt... )

Xanthous: What did yous like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

how practise y'all program to give more support? How do yous programme to challenge the more

able learners?

Assessment –

how are yous planning to cheque learners' learning?

Critical thinking

Differentiation can be achieved through the option of activities, identification of learning outcomes for a sure student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

1. Identify the main idea in extended talks with petty support.
2. Use topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
3. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

• selects an advisable answer.
• completes the job.
• uses advisable bailiwick-specific vocabulary while speaking.
• discusses questions and answers the questions within the grouping.

• Ascertainment
• Feedback on the work
• Peer-cess

Students call up critically, exploring, developing, evaluating and making choices about their own and others'

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