Reading Guide Lesson 3 World Historymongul Empire Answers

LESSON Program

Unit of measurement : 6

School:

Date:

Instructor proper noun: Nurgalymova A.Yard.

Grade: 5

Number present:

Absent:

Lesson championship:

Reading for pleasure

Learning objectives(south) that this lesson is contributing to (link to the Subject programme)

5.3.2.1 - ask simple questions to get information well-nigh a limited range of general topics

5.iv.4.one- read with some back up a express range of short fiction and not-fiction texts

Lesson objectives

All learners will be able to:

pronounce some words and simple statements about types of literature with some support

Most learners will be able to:

say most of the words and simple statements about types of literature using bones adjectives and colors with little support

Some learners will be able to:

use all of the words and simple statements about types of literature with bones adjectives and colors to say what someone /something is or has without back up

Assessment criteria

• Say topic words

• Describe things using adjectives

• Make unproblematic sentences using demonstrative pronouns

Language objective

Learners can: pronounce the words and simple statements nearly Fairy tales

Key words and phrases: Action and adventure is fiction. This fairy tales has skilful content.

Types of literature: activeness & gamble, fairy tale, science fiction, biography, fabies, horror, legends.

Colors: red, yellow, greenish, blue, orangish, purple, pink, black, greyness, white

Useful classroom language for dialogue/writing:

Practice y'all read fairy tales ? How many books do you have ? Which type of literature is fiction? What colour has book?

I have He/she has.... This is…. These are… It'due south….

Values links

Respect each other

Intendance virtually things

Cross-curricular links

History

Previous learning

Learners already know word about an events, colors and numbers 1 – 10

Plan

Planned timings

Planned activities

Resources

Start

0-10

Instructor greets learners.

Starter: instructor asks to students to make a circumvolve and wish to each other wishes similar : Have a good solar day! I wish to you good luck! Stay salubrious ! Good marks ! Wish yous a great day !

(W) Instructor asks learners to divide into 3 groups by the cards from the box

So learners choose the cards with main definitions of literature and sit according to names (graphic symbol, story, event) S-T

Box with the cards. By this cards divide into 3 1000-s: character, story, event.

x-12

Lead in: (P) Learners revise some key words from previous learning (colours) showing the cards to each other. South-S

To guess the championship of today`s lesson teacher shows a poster and cards with types of literature. On this poster we have 2 colons: Fiction and non-fiction. Students should stick the cards on the poster.

Teacher asks questions with support:

1. Do you read volume ?

2. What types of books practise you know ?

3. Do you read fairy tales ?

4. How many books exercise yous have ?

5. Which type of literature is fiction ?

6. Which blazon of literature is non-fiction ?

Fairy tale	Ертегілер
Fables	Ойдан шығарылған
Horror	Қорқынышты
Legends	Аңыз әңгіме
Activity & adventure	Экшн және оқиғалы
Biography	Биография
Scientific discipline fiction	Ғылыми ойдан шығалырған
Articles in newspapers/magazines	Газет пен журналдардағы мақала

Possible answers:

one) Yep, I read (many) books!

2) Fairy tales, biography, history, horror

3) Yes, I read. / No, I don`t read.

iv) I have (number of) books.

v) Fairy tale, scientific discipline fiction, action & adventure, horror, mystery & suspense, fables, legends.

vi)Biography, articles in newspapers/magazines

cards (colors and an events)

cards with types of literature, a poster

Middle

12-14

Modelling: Teacher puts several classroom objects on a table: points to an object asking Which blazon of literature is fiction? What color is the volume? and asks learners to count them together showing the objects. Then using have … says I have three red books. Learners repeat. T-Due south

Types of literature: action & gamble, fairy tale, scientific discipline fiction, biography, fables, horror, legends, manufactures in newspapers/magazines, mystery suspense.

14-17

Drilling: Learners repeat the sentences kickoff with the teacher's support in choral (all together, 3 times), with some support in a group (three times) and and then individually: I have six fiction books. And their`south colors are: one blueish, 2 blackness, green, yellowish, orangish. I have four fiction books. etc. T-S

Fiction and non-fiction

17-xx

20-25 minutes

25-33 minutes

Practise-Production: (G) Learners count the books picture with no back up individually, and says I have 2 yellowish books. Then learners practice proverb He/she has … first with the teacher'due south support and and then individually Southward-Due south

One, two, three,…

Yellowish, light-green, majestic,..

1. Learners open the book p. 75 ex.ii, look at the pictures, count books and write names of types of literature below the pictures.

In this a short story each group have to:

1^st identify genre retelling

2^nd heed map

3^rd what they have understood – to draw an imagination

SB p. 75 ex.2

Appendix

https://www.reddit.com/r/shortscarystories/comments/1j1j49/he_stood_against_my_window/

AfL PEER Assessment Criteria highlighting:

ane^st group

+using right order of judgement

+using v-8 words from the text

+pronunciation

2^nd group

+creativity

+using four adjectives from the text

+pronunciation

3^rd group

+creativity, using colors

+showing the content of the text

(W) Learners do «Fishing game» action. The rules of this game are: Instructor puts on the table aquarium. In this aquarium nosotros have some facts about fiction and nonfiction.

1. Students should to fish and catch the fish with facts.

2. Then stick them on the affiche rightly.

A poster with shape of aquarium, fish.

End

33-35 minutes

35-twoscore minutes

Plenary: (W), (f) Teacher has a set of cards of east.grand. with characters behind this cards nosotros have descriptions (a short story) to each character, from whatever stories, biography, action & adventure, fairy tale, horror, legends. Students should to read and stick on the affiche, in right side.

i. Dragon: Once upon a fourth dimension at that place was a piddling dragon, who lived in a cave. He liked to play games with his neighbors.

2. One time upon a time in that location was a girl who lived with 7 gnomes.

3. (Nov 1835 – April 10, 1865) was a Kazakh scholar, ethnographer, historian and participant in The Great Game. He is regarded as the father of modern Kazakh historiography and ethnography.

4. in one case upon a time, a king had an only son. He loved him very much. Later his 18^thursday he became a dauntless king like his father.

five. In 2003 Almaty Zoo iii giraffes were presented to. At present the Zoo visitors are glad to sentry them

6. Mukhtar Omarhanuly for 15 years wrote his famous four-book epic historical novel called "Abai Joly". Information technology was translated into Russian. In 1949 two books of the novel "Abai" received the first level award of the Marriage of Soviet Socialist Republics.

7. someone who lives in a state of which they are not a legal citizen:

Cards

Snow White, Prince, Shokan Ualikhanov, Abai Qunanbaev, giraffe, dragon, conflicting.

Teacher gives home-job. Says good-bye.

Additional information

Differentiation – how do you program to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to bank check learners' learning?

Health and condom cheque

More support can exist given past drilling less confident learners say a sentence with a partner. They can point to an object on the table by instructor'due south command.

More able learner (a leader of the grouping) helps the grouping and

when doing the tasks.

During the lesson instructor gives model how to do the job.

Techer gives different tasks for different level.

For example:

1 ^st retelling – just more able students

2 ^nd mid able draw listen map

3 ^rd drawing less able students

Walking around and listening learners as they practice saying sentences and asking questions.

Monitoring learners as they practise the tasks using past adjectives and pronouns correctly

Noting which bacteria says the sentence correctly: source of evidence may include recording.

Concept checking through formative assessment strategy: "Thumbs up, thumbs down"

Criteria highlighting

1 ^st group

-using right order of sentences

-using 5-8 words from the text

-pronunciation

2 ^nd group

-creativity

-using 4 adjectives from the text

-pronunciation

3 ^rd group

-creativity, using colours

-showing the content of the text

Being aware of Health care techniques.

Doing Physical activities (make a circle ).

Organizing classroom space for movement.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners larn today?

Use the infinite below to reflect on your lesson. Respond the most relevant questions from the box on the left near your lesson.

What 2 things went really well (consider both educational activity and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson well-nigh the form or achievements/difficulties of individuals that will inform my next lesson?

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