Short Term Plan

Long-term plan unit: School: NIS Aktau

Unit 9. Reading for Pleasure
Date: March, 2019 Teacher name:

Grade: 9 Number present: absent:

The topic of the lesson: Reading for Pleasure: Malcolm’s Story

Learning objectives(s) that this 9.R4 read a range of extended fiction and non-fiction texts on
lesson is contributing to familiar and some unfamiliar general and curricular topics
9.S4 respond with growing flexibility at both sentence and
discourse level to unexpected comments on a range of general
and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax
to talk about an increased range of general topics, and some
curricular topics
Lesson objectives All learners will be able to:
● Read the story about Malcolm in groups/pairs/
individually
● Answer the questions about reading habits and
concerning the content of the story
● Use new words from the text and appropriate word
order while speaking about reading habits
● Use new words from the text and appropriate word
order while asking questions and answering them
Assessment criteria ● Read the story and understand what it is about
● Answer the questions using full sentences
● Use new words from the story while talking during the
interview
● Use the right word order and make minor grammar
errors while asking questions
Value links Showing respect by listening to each other’s questions and
answers. Lifelong learning by instilling a love of reading.
Cross curricular links Languages and Literature
ICT skills No certain ICT skills are developed at the lesson.

Previous learning No prior knowledge is needed.

Plan
Planned Planned activities Resources
lesson
stages
The first Warm-up:
stage of the Learners stand in a circle. The teachers has a ball and throws it A ball
lesson randomly to the students. When learners catch the ball, they are
5 min asked a question about their reading preferences. More questions can
Possible questions to ask: be found here:
What genre do you prefer to read? http://iteslj.org/ques
How often do you read during a day? tions/books.html
What is your favourite book?
 Who is your favourite character?
How many books have you read in your life?
How often do you go to the library?
Where is your favourite place to read?
Who is the most famous writer from your country?
The middle The teacher shows the lesson objectives and discusses them with PPT
of the lesson the learners based on the following questions:
2 min What are we going to do today?
What skills will we develop?

Pre-reading activities. PPT

3 min Next, the teacher shows the title of the story learners will read
during the lesson (Malcolm’s Story) and asks learners what the
story may be about.

10 min New words from the story.

In order to better comprehend the story, learners are introduced to
the new words from the text. There are pictures and definitions of
the words on PPT that the teacher uses for explaining the words.
Also, the teacher needs to make learners drill the words for
promoting good pronunciation. The text was taken
from:
15 min Reading the story. http://
The teacher feels free in choosing the method for reading the lingualeo.com/ru/
story. He/she may use the Jigsaw Reading strategy or make jungle/malcolms-
learners read the story in pairs or individually. story-after-paul-
jennings-488690#/
Post-reading activities. page/1
5 min True/False exercise.
The teacher prepares two cards (A4 format): one card with the
word “True” and another card with the word “False”. The cards
are stuck on different sides inside the classroom. cards on A4 paper
Then, the teacher reads the sentences about the text. The learners with the words
need to listen to the sentences carefully and walk to either “True” “True” and “False”
or “False” card. The students need to justify their choice of the
cards (i.e. explain why the sentence is true or false).
Peer assessment is applied here, because learners can correct each
other’s errors by proving their choice.
The sentences for this exercise:
1. Malcolm was jealous of other people’s success.
2. He had little respect for other people.
3. He was a good friend.
4. He was a liar and a cheat.
5. He was a good student.
6. He was a show-off.
7. He understood other people’s problems.
8. He was a clever boy.
9. He was soft-hearted.

Arranging a press conference.

Before the class, the teacher prepares small pieces of paper with Another option can
5 min the names “Malcolm”, “Mr. Peppi” and “Jerome Dadian”. By be found here:
picking the paper learners find out their roles. https://
 One volunteer is asked to come and choose the role. If the learner www.teachingengli
15 min has “Mr. Peppi”, it means he/she will be interviewed as Mr.Peppi. sh.org.uk/article/
The rest of the class is interviewers. They need to ask different press-conference-0
questions related to the story. Each interview lasts for two
minutes. After two minutes, another student is asked to come to
be interviewed.
Assessment criteria for the press conference:
1. Each interview is 2 minutes long.
2. Ask Wh-questions, do not ask Yes/No questions.
3. No more than 3 grammar mistakes are acceptable.
4. Imagination and creativity are welcomed.

10 min Assessment:
Meanwhile, the teacher monitors and makes notes of the mistakes
he/she hears when the learners are speaking. The teacher’s
feedback on mistakes is given for learners’ improvement.
Self / peer assessment is applied according to the assessment
criteria.

The end of Reflection Taken from:

the lesson In groups, learners revise and reflect on what they have learned https://
10 min using the Narration Cube. www.amblesideonli
ne.org/files/
NarrationCube.pdf
Differentiation – how do you plan to Assessment – how are you planning Health and safety
give more support? How do you plan to check learners’ learning? check
to challenge the more able learners? ICT links
The teacher can choose the appropriate Self and peer assessment is done in Desks and chairs
method for reading the story in accordance with the assessment are arranged safely
accordance with his/her students’ criteria. The teacher gives feedback to for learners so that
abilities. If the group is strong, Jigsaw students throughout the lesson as well they can easily
reading can be applied. The struggling as after the press conference, move around the
learners get individual support from the commenting on what is needed to be classroom. The
teacher. Group work is applied to improved. blinds are open and
ensure that learners learn from each enough sunlight
other. penetrates into the
classroom.
Reflection Use the space below to reflect on your lesson. Answer the
Were the lesson objectives/learning most relevant questions from the box on the left about
objectives realistic? Did all learners your lesson.
achieve the LO?
If not, why?
Did my planned differentiation work
well?
Did I stick to timings?
What changes did I make from my plan
and why?

Summary evaluation

What two things went really well (consider both teaching 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 about the class or individuals that will inform my next lesson?