Long-term plan: Reading for pleasure

Long-term plan unit: Reading for pleasure

School:

Lesson 9

Date:

Teacher name:

CLASS:

Number present:

absent:

Theme of the lesson: Unit revision

Learning objective (s) that this lesson is contributing to

5.5.4.1- write with support a sequence of extended sentences in a paragraph to give basic personal information;

5.4.4.1- read with some support a limited range of short fiction and non-fiction texts;

5.4.1.1- understand the main points in a limited range of short simple texts on general and curricular topics;

Lesson objectives

All learners will be able to:

• Pronounce and use correct form of verbs

• Recognize and use Past Simple

Most learners will be able to:

• Ask and answer the questions using this tense

• Do tasks using Present Simple

Some learners will be able to:

• Speak fluently describing story

Value links

Learners will work in a group during the lesson

Previous learning

Previously learned “My favorite writer”

Cross curricular links

Literature

Use of ICT

TV for showing a presentation, getting additional information, showing the video

Plan

Planned timings

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

Recourses

Beginning

5 min

The lesson greeting.

Checking home work (Rudyard Kipling)

• Students answer the question!

• 1. When was he born?

2. When did he die?

3. What was he?

4. Where was he born?

5. What works do you know?

6. What is his popular book?

7. What was his wife’s name?

8.When was he awarded Nobel Prize?

9.What was his father?

10. When did “The Jungle Book” publish?

11. How many children did he have?

12. What was his father’s name?

Middle

5 min

7 min

1,5 min

5 min

7 min

5 min

• Tell me please!

• Do you read book?

• What kind of books do you know? (fiction, history books, books about animals, novels, fairy-tales)

• What books do you like best?

• What is more useful reading or watching?

• Who is your favorite writer?

• Look at the TV repeat after me. (once again) (Phonetic drill)

• We are good friends,

• My books and I.

• We have such fun,

• My books and I.

- How do you think what about our theme?

• Look at the video!

• Do you know this book? Did you read it?

• Today we will talk about The Jungle book! Let’s start our lesson. Task 1. Group work

1. A wolf family found a young boy.

2. They gave him the name Mowgli.

3. Baloo taught him the Law of the Jungle.

4. Shere Khan wanted to kill him.

5. One day Mowgli is taken prisoner by the monkeys .

6. Baloo and Bagheera helped Mowgli to run away from monkeys.

7. Mowgli grew up.

8. He returned to the village where he is adopted by a family.

9. Mowgli killed Shere Khan. 10. He came back to live in the jungle.

Descriptor:

put the sentences in correct order.

(Physical minutes)

Task 2. Group work

Descriptor:

use the code and find the words

Task 3. Group work

THE I –GROUP

1. Who finds a young boy?

2. What are all animals afraid of?

3. Does he return to live in the jungle?

THE II – GROUP

1. What does he become?

2. Who is taken prisoner the Mowgli?

3. Does Mowgli kill the Shere Khan?

THE III- GROUP

1. Who does teach him the Law of the Jungle?

2. Where do monkeys live?

3. Are villagers afraid of Mowgli?

Descriptor:

find the answers to these questions in these texts

Task 4. Group work

1. Who is author of Jungle book?

2. When was Rudyard Kipling born?

3. Where was Rudyard Kipling born?

4. What was his best book?

5. What was Rudyard Kipling?

• 6. What about is this story?

• 7.Who is a bad character?

• 8. Who did find a young boy?

• 9.Were all animals his friends?

• 10. Who was afraid of Mowgli?

• 11. Did he return to live in the jungle?

• 12. Who did teach him the Law of the Jungle?

• 13. What genre is Mowgli?

• 14. What was name of monkeys King?

• 15. When did the Jungle Book publish?

• 16. Did Mowgli kill the Shere Khan?

Descriptor:

answer the questions

TV

Cards

Cards

Cards

TV

Ending the lesson

4 min

Giving the home task: “My favorite book” (essay)

Self – assessment

Feedback

Additional Information

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 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

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

Reflection

Were the lesson objectives/ learning objectives realistic?

Were the lesson activities difficult for learners?

Did the learners do all the tasks?

Did my planned differentiation work well?