Оқу және мифтер мен аңыздар ашық сабағы 6-сыныпқа

Unit 7 Lesson plan № 76. Reading for pleasure.

School: 24

Date:15.03

Teacher’s name: Minulina K.A.

Class: 6

Number present:

Number absent:

Lesson title: CLIL Language and Literature: Myth and legends.

Learning objectives(s) that this lesson is contributing to

6.C4 evaluate and respond constructively to feedback from others

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

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

6.R1 understand the main points in a limited range of short simple texts on general and curricular topics

6.R2 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics

6.S5 keep interaction going in basic exchanges on a growing range of g

6.W8 spell most high-frequency words accurately for a limited range of general topics of familiar general topics general and curricular topics

Lesson objectives

All learners will be able to:

Identify the theme, plot, setting, characters in the reading passage "Kyz-Zhybek" and use them as the basis for discussion.

Transfer information from the reading passage "Kyz-Zhybek" into a graphic organizer.

Offer constructive peer-feedback using rubric.

Most learners will be able to:

Select, compile, and synthesize information from the reading passage "Kyz-Zhybek" for an oral presentation.

Some learners will be able to:

Respond to and discuss the reading passage "Kyz-Zhybek" using interpretive, evaluative and creative thinking skills.

Value links

Appreciating the art of literature.

Cross curricular links

Kazakh literature.

Previous learning

Vocabulary related to reading books.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss online books and film reviews.

Health and Safety

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

Planned timings

Planned activities

Resources

Beginning of the lesson

4 min.

The lesson greeting.

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

Warm up.

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

(E.g. - Hello, my friend, you speak English very well!

-That's very nice of you to say so.)

Look at the pictures and say what is common. Have you read about "Romeo and Juliet" and " Kyz - Zhibek"?

What is a folktale?

Slide (useful phrases).

Pictures

PPT

Student Book p.88

Writing

Worksheet

Middle

3 min

1 min

5 min

16 min

Main part

Pre-reading stage.

Predicting and guessing.

Students move their eyes over the text "Kyz-Zhybek" quickly (1 minute). Then they close the book. After that students call out words, phrases they remember from the text, note them. Students work in pairs (1 minutes) discuss what the text is about or (create a text using some of the previous written words).

Students express their ideas (1 minutes).

While-reading stage.

The teacher informs the class that they will be participating in literature circles and explains its procedure.

The teacher divides students into groups of 7 and distributes a set of role cards for each student with a description of a particular role.

The teacher asks students to discuss and decide the most desirable role for each member of the group.

Literature circle roles include: Discussion director, Passage Picker, Word Wizard, Summariser, Illustrator, Connector and Character Analyser.

Next, the teacher and students review the criteria for each role.

After reviewing criteria, students are informed that they will be filling out a peer-evaluation.

Then the teacher asks visual and word learners to read the text (auditory learners - listen to the text) (5 min) to practice each of the roles and make notes in their graphic organizers follow the instructions in their role cards (5 min).

The teacher monitors students' progress and offer support where necessary.

Then students can have a discussion to represent all the roles. (2 min per student).

Role-cards.

Discussion Director (Interpersonal Intelligence).

Task: Lead the discussion. Prepare 3 open-ended and thought-provoking questions about the story that your group might want to discuss. Help others talk about the main idea, help them share their thoughts and feelings.

Descriptors:

1. Write 2 open-ended questions.

2. Write your responses to these questions.

3. Keep the discussion going.

Role-cards.

Discussion Director (Interpersonal Intelligence).

Task: Lead the discussion. Prepare 2 open-ended and thought-provoking questions about the story that your group might want to discuss. Help others talk about the main idea, help them share their thoughts and feelings.

Descriptors:

1. Write 2 open-ended questions.

2. Write your responses to these questions.

3. Keep the discussion going.

Passage Picker (Body-Kinesthetic Intelligence).

Task: Choose a paragraph that you think your group would like to re-read.

Descriptors:

1. Choose an interesting or important paragraph and write down its location.

2. Read passage aloud yourself (using body language), or ask someone else to read it, or ask the group to read it silently and then discuss.

Options

Write why you have chosen this paragraph.

Possible reasons for selecting the paragraph:

important to text

surprising

makes you think

well written

confusing

interesting

Word Wizard (Verbal-linguistic Intelligence).

Task: Find in the text 5 words or phrases that you had difficulty reading or understand in the story.

Descriptors:

1. Write 5 unfamiliar or puzzling words in a full sentence. (You may also find familiar word repeated a lot).

2. Write the location of the word (e.g. Pg.58 § 4).

3. Try and guess the meaning from context.

3. Find a dictionary definition.

The STs. do Ex. 3 - 5 p.88

Options

1. Find more that 5 phrases with look/ smell/ feel/ taste.

2. Make a list of synonyms and antonyms.