Lesson plan Reading for pleasure

LESSON: Module 5 Lesson  3-4

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 10.1.2 - use speaking and listening skills to provide sensitive feedback to peers10.C3 respect differing points of view;

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.6 - organise and present information clearly to others;

10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;

10.2.8 - recognise inconsistencies in argument in extended talk on a range of general and curricular subjects;

10.3.1 - use formal and informal language registers in talk on a wide range of general and curricular topics;

10.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of general and curricular topics;

10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

10.5.4 - use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics;  

10.6.5 - use a wide variety of question types on a wide range of familiar general and curricular topics;

10.6.16 - use a wide variety of conjunctions on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support

Most learners will be able to:

identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support

Some learners will be able to:

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Plan

Planned activities

Excel
Resources

Ss revise the vocabulary of the previous lesson

 То read for specific information

• Ask Ss to read the questions and answer choices and give them time to read the extract again and choose their answers according to what they read.

• Check Ss' answers.

Answer Key

1 В                        2 В                         ЗА

To describe a fictional object from an extract

• Give Ss time to read the extract again and list all the words used to describe tripods.

• Then ask Ss to use the words to describe a tripod to their partner.

• Monitor the activity around the class and then ask some Ss to tell the class.

Answer Key

taller than the trees and metallic, towering, long legs, Heat-Ray, metal container hanging like a workman's basket behind him

Suggested Answer Key

The tripods are taller than the trees and metallic. They have long legs, a Heat-Ray, and a metal container hanging behind them.

To compare fiction andnon-fiction

Elicit comparisons from Ss around the class. Tell them to refer to the table in Ex. 6 if necessary.

Suggested Answer Key

The extract is about an imaginary series of events featuring fictional characters, but the biography and the review are factual about a real person and a real book. The purpose of the extract is to entertain, but the purpose of the biography and the review is to inform. The extract is in the first-person point of view, but the biography is in the third-person and the review has no person. The extract has a plot that is being advanced, but the biography and the review both contain an introduction, a main body and a conclusion. The language in the extract is very stylistic and descriptive, but the language in the biography and the review is less descriptive and plainer.

To listen for specific information; to complete a Venn diagram

Play the recording. Ss listen and complete the Venn diagram in their notebooks

To compare the personalities of two

characters from a literary extract

• Explain the task and give Ss time to formulate their answers referring to the extract in Ex. 7 and the ideas in Ex. 11 to help them.

• Elicit answers from Ss around the class.

Suggested Answer Key

The narrator is worried because he doesn't know where his wife is (lines 2-3 and line 11). He is also courageous (lines 42-43) because he wants to try and find her even though the Martians' deadly machines are close by. The curate, on the other hand, is selfish (line 12) because he is complaining about the situation, but he isn't helping change it. He is also childish (lines 23-24) and unable to keep calm as well as foolish because he is saying that the house is safe, when it clearly isn't (line 20). Both the narrator and the curate are scared (lines 36-37).

To present and practise conjunctions

• Ask Ss to read the theory box and then give them time to read the sentences 1-7 and choose the correct conjunction.

• Check Ss' answers around the class.

Answer Key

Ask some pairs to ask and answer in front of the class.

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?

Cross-curricular links
Health and safety check
ICT links
Values links

support less able learners in comprehension task by encouraging them to scan text quickly to find a section of the text that contains the answer.

check learner comprehension using thumbs up or down technique and follow-up questioning

cross-curricular links: literature [film genres]

provide challenge for more able learners by asking them to form a range of questions about the information in the table

monitor production error in pair and whole class checking discussions and feedback to whole class

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