Шет тілі пәнінен сабақ жоспары 5-сыныпқа

Eyes Open 3 Grade 7

TERM 3 Unit 5

Long-term plan unit: 5 READING FOR PLEASURE

School:

Lesson 1

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Introduction. Charles Dickens’ biography

Learning objective (s) that this lesson is contributing to

7.1.2.1- use speaking and listening skills to provide sensitive feedback to peers;

7.1.3.1- respect differing points of view;

7.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• read a biography of Charles Dickens.

• learn vocabulary for describing important periods during lifetime

• practise guessing the meaning of vocabulary from context.

Some learners will be able to:

Success criteria

Give feedback to others orally

Demonstrate respect to people’s opinions using lexical units of topic vocabulary

Identify details in a text with little support

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Unit presentation

Background

A theatrical adaptation of Charles Dickens’ Great Expectations was put on at the Vaudeville Theatre in London in 2013. The photograph is a still from it, and shows the English actress Paula Wilcox as Miss Havisham. Wearing her wedding dress and

standing alongside her sunken wedding cake, Miss Havisham, one of the most well-known characters in English literature, is the image of lost hope.

Warm up

• Books closed. Write character on the board. Ask: What is a character?

Elicit the answer: a person represented in a novel, film or play. Elicit examples of well-known characters from Kazakh literature, e.g. figures from folklore such as Aldar Kose and Zhalmauyz Kempir, and twentieth-century characters such as Berdibek Sokpakbaev’s Kozha.

• Ask students to open their books at page 56.

• Refer students to the photograph and the three questions.

• Put students into pairs and give them a couple of minutes to answer the questions.

• Elicit ideas about the character shown in the photograph. Then explain that the character is called Miss Havisham and that she appears in a novel called Great Expectations.

Suggested answers

The dress suggests that the woman is not living in the modern period. The dress she is wearing and the room she is in create the impression of wealth, but also of a life that is not going so well. Perhaps the woman is unhappy. The expression on her face suggests that she is very sad.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Long-term plan unit: 5 READING FOR PLEASURE

School:

Lesson 2

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Great expectations. Part I

Learning objective (s) that this lesson is contributing to

7.4.4.1- read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics;

7.4.8.1- use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding;

7.6.2.1- use a growing variety of quantifiers for countable and uncountable nouns including too much, too many, none any, enough;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• talk about the past of a character from Great Expectations.

• read an extract from the Great Expectations.

Some learners will be able to:

Success criteria

Figure out the content of a short text with some support

Clarify the meaning of the word in a dictionary or other digital references

Apply the correct quantifiers including too much, too many, none any, enough for countable and uncountable nouns in the context

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up

Warm-up

• Books closed. Write Charles Dickens on the board. Elicit anything students know about the man.

• If students do not recognise the name, say that Dickens was the

most popular English-language writer of the mid-nineteenth

century, and that many of his characters remain well-known,

e.g. Oliver Twist, The Artful Dodger, Ebenezer Scrooge, Wilkins Micawber.

Practice

1 • Ask students to open their books at page 57. Focus their

attention on the photograph of Charles Dickens.

• Ask students to read the biography and complete the fact file. Students can compare answers in pairs before you check them with the class.

Answers

1 1812 2 London 3 journalist 4 1836 5 Catherine

Hogarth 6 1836 7 novels 8 1870

A novel

1 • Write Great Expectations on the board. Point out that this

novel, published in 1861, is one of Dickens’ most famous works.

• Elicit or teach that to have an expectation of someone, means to believe that they will achieve something.

• Read out the questions and make sure students understand that the character Pip is the one telling the story.

• Students read the text and answer the questions.

• Check answers.

Answers

1 three (the young lady, the boy and the strange lady)

2 in a dark house; it isn’t an attractive place – Pip refers to

being ‘uncomfortable’ and ‘afraid’. He says ‘no daylight

was allowed to get in’.

2 • Read out the four items.

• Put students into pairs to discuss what they think will come next in the story.

3 • Students read the first two paragraphs in the next part of the story to check their answer to Exercise 2.

• Ask students the impression we get of the woman from the way Pip describes her. At first we get the sense of something clean and pure – everything is white, jewels ‘lay shining on the table’. But then the mood changes. The woman is only wearing one shoe, the wedding dress she is wearing is not white, but ‘faded and yellow’.

Answers

a description of a person

a conversation between two people

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Long-term plan unit: 5 READING FOR PLEASURE

School:

Lesson 3

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Great expectations. Part II

Learning objective (s) that this lesson is contributing to

7.4.4.1- read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics;

7.4.8.1- use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding;

7.6.1.15- use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions on a growing range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

• practice using the past simple to talk about what happened in the novel

• read an extract from the Great Expectations.

• answer the questions.

Some learners will be able to:

Success criteria

Figure out the content of a short text with some support

Clarify the meaning of the word in a dictionary or other digital references

Apply some abstract nouns and complex noun phrases in the context

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up