"Reading for Pleasure"

Unit 7. Reading for pleasure

School:

Date:

Teacher’s name:

Class:

Number present:

absent:

Theme of the Lesson:

Edutainment

Learning objective(s) that this lesson is contributing to

6.1.7.1 develop and sustain a consistent argument when speaking or writing

6.1.4.1 evaluate and respond constructively to feedback from others

Lesson objectives

• To revise the stories of the unit

• To summarise stories and write a dictation

Assessment criteria

• A learner can write a summary using some topical vocabulary

• A learner can complete the story using his/her imagination

Value links

Respect, Lifelong learning and academic honesty

Cross curricular links

English Literature

Previous learning

Completing the story

Plan

Planned timings

Planned timings

Resources

Beginning

0-2

2-7

Organizational moment

Teacher greets learners and introduces the lesson objectives in a simplified manner.

Teacher discusses the learning objectives with learners.

Warm –up

Teacher asks learners what they remember from the unit “Reading for pleasure”. Teacher asks some questions to revise the whole material of the unit.

• How many stories have you read?

• What stories and legends have you read?

• Who is Peter Pan?

• What have you learnt about the dancing birches of Burabay?

• Who are the main characters in the legend about Er-Tostik?

Remind learners that they going to have fun in this lesson. The lesson will consist of only funny games and activities.

PPT Slide 1

PPT Slide 2

Middle

7-20

20-35

Activity 1

Story talk

Talking about what you read is another way to help learners develop language and thinking skills. Teacher doesn’t have to plan the talk, discuss every story, or expect an answer.

What to do:

Read the stories slowly and pause occasionally to think aloud about a story. You can say: "I wonder what's going to happen next!" Or ask a question: "Do you know what the Lost Boys land is?" Or point out: "Look where Peter Pan is."

Answer learners some questions, and if you think they don't understand something, stop and ask them. Don't worry if you break into the flow of a story to make something clear. But keep the story flowing as smooth as possible.

Talking about stories they read helps learners develop their vocabularies, link stories to everyday life, and use what they know about the world to make sense out of stories.

Note: Teacher can choose any story or legend.

Activity 2

Write on

Writing helps a learner become a better reader, and reading helps a learner become a better writer.

Ask learners to dictate a story to you. It could include descriptions of your outings and activities, along with mementos such as fall leaves and flowers, birthday cards, and photographs. Older children can do these activities on their own.

Use a chalkboard or a family message board as an exciting way to involve learners in writing with a purpose.

Keep supplies of paper, pencils, markers, and the like within easy reach. Encourage beginning and developing writers to keep journals and write stories. Ask questions that will help learners organize the stories, and respond to their questions about letters and spelling. Suggest they share the activity with a smaller brother, sister, or friend.

Respond to the content of learners’ writing, and don't be overly concerned with misspellings. Over time you can help your learner concentrate on learning to spell correctly.

When learners begin to write, they run the risk of criticism, and it takes courage to continue.

.

http://www.readingrockets.org/article/25-activities-reading-and-writing-fun

PPT Slide 3

Pencils, crayons, or markers

Paper or notebook

Chalkboard and chalk

Handout 1 PPT Slides 4-5

End

35-40

At the end of the lesson, learners reflect on their learning:

• How might you explain what you have learnt today to your parents

• What key question would you ask to find out whether someone has understood today’s lesson

https://www.slideserve.com/habib/150-plenary-questions-and-tasks-for-use-in-any-subject-1-what-have-you-learnt-today

PPT Slide 6

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 rules

Supporting learners while participating in activities.

Teacher observes learners when participating in discussion and during pair work and makes records to provide constructive feedback

Short physical exercises between the activities