LESSON 51 School: Technical lyceum

Unit 5: Reading for pleasure

Date: 10.01.24 / 10 Б Teacher name: Aripbayev S
11.01.24 / 10 В
18.01.24 / 10 А

Grade: 10 Number Number absent:

Theme of the Reading present:
The ruined house / Character analyses
lesson:

Learning 10.1.6 - organise and present information clearly to others;

objectives 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;
10.5.2 - use a growing range of vocabulary, which is
appropriate to topic and genre, and which is spelt accurately;
Lesson All learners will be able to:
objectives identify some specific information in the listening text and
use some functional language correctly in speaking and
email writing task with support
Most learners will be able to:
identify most specific information in the listening text and
use a range of functional language correctly in speaking and
email writing task with support
Some learners will be able to:
identify all specific information in the listening text and use
a range of functional language correctly in speaking and
email writing task with little support
Previous lesson Learners read a non-fiction text
Plan
Planned Planned activities Learners’ Evaluatio Resourc
timings activities n es
Begining GREETINGS Emoticon
15 min The teacher sets the lesson Students
objectives, letting students respond to
greeting Formative Slide
know what to anticipate from assessment (useful
the lesson. Ss answer the phrases)
To complete a graphic questions Oral
organizer
Explain the task and give Ss Pictures
PPT
time to complete the graphic
 organiser referring to the
extract in Ex. 7. Students Whiteboar
d
Then ask Ss to use their notes complete
and suitable conjunctions to the graphic Writing
write a summary of the extract. organizer Worksheet
Suggested Answer Key referring to
Characters: the narrator, the curate the extract
(the narrator's brother and cousin) in Ex. 7.
Setting: an empty house in
Halliford, England
Main events: black smoke around
house, men prisoners, Monday
morning, tripod washed it away,
narrator decided to leave, curate
came with him, roads full of scared
people, saw Martians at Kew, hid in
shed, narrator sets off before dark,
curate follows, saw a tripod chasing
men, Martian picked them up and
threw them into a metal container,
froze in fear, ran for lives.
The narrator and the curate are Students
in an empty house in Halliford, use their
England. There is black smoke notes and
around the house which makes suitable
the men prisoners. On Monday conjunctio
morning, a tripod washed it ns to write
away and the narrator decided a summary
to leave. The curate came with of the
him. The roads were full of extract
scared people. They saw some
Martians at Kew and they hid
in a shed. Then the narrator set
off again before dark. The
curate followed him. They saw
a tripod chasing some men. A
Martian picked them up and
threw them into a metal
container. The narrator and the
curate froze in fear and then
they ran for their lives.
Middle To compare fiction and non- Students do Verbal
fiction the task evaluatio Whiteboar
d
Elicit comparisons from Ss n
around the class. Tell them to
refer to the table in Ex. 6 if Emoticon Writing
necessary. Worksheet
Suggested Answer Key
The extract is about an imaginary Formative
series of events featuring fictional assessment Student
characters, but the biography and Book
the review are factual about a real Oral
person and a real book. The purpose
of the extract is to entertain, but the 8
purpose of the biography and the
review is to inform. The extract is in
the first-person point of view, but the Student
biography is in the third-person and Emoticon Book
the review has no person. The
extract has a plot that is being
advanced, but the biography and the Formative CD 2.13
review both contain an introduction, assessment
a main body and a conclusion. The
language in the extract is very Oral Writing
Worksheet
stylistic and descriptive, but the
language in the biography and the 8
review is less descriptive and
plainer. Emoticon

To present and practise conjunctions Formative

Ask Ss to read the theory box and assessment
then give them time to read the is held
sentences 1-7 and choose the correct through
conjunction. observation/
Check Ss' answers around the class. Students monitoring
To present, identify and practice find read the
examples in the extract in Ex. 7. sentences
• Elicit answers from around 1-7 and
the class and then elicit each type of
choose the
figurative language used in the
sentences 1-6. correct
Answer Key conjunctio
Simile: like frightened animals, like n.
a workman's basket
Metaphor: he was a child, frozen Students do
with fear Personification: the Black
the task
Smoke had crept around the house
1 simile (fought like lions)
2 metaphor (bomb site)
3 personification (flowers
danced)
4 personification (wind
howled)
5 simile (sly as a fox)
6 metaphor (heart of stone)
To read and consolidate information
Ask Ss to read the novel The War of
the Worlds at home. In a future
lesson after Ss have read the book,
 ask Ss to answer the questions to test
their knowledge.

Students
read the
book and
correct
their
guesses at
a future
time
End REFLECTION Students Self-
5 min Students reflect on the lesson reflect on assessmen
completing the sentences: the lesson t
Today at the lesson I …
The most useful and interesting
thing was …
I was good / bad / active at …
Hometask: to complete the
Venn diagram in their
notebooks
Saying goodbye