Технологическая карта занятия "Describing a favorite book" 7 класс
7.3A Reading for pleasure
Term 3 Unit 1
School: 16
Date: 31.01.2019
Teacher’s name: Toiyndykova A. M.
Grade: 7 V
Number present: 12
absent: 2
Theme of the lesson
Describing a favorite book.
Learning objectives(s) that
this lesson is contributing to
7.L1 Understand with little support the main points in extended talk on
a limited range of general and curricular topics.
7.S8 Recount some extended stories and events on a growing range of
general and curricular topics.
7.UE15 Use infinitive forms after a limited number of verbs and
adjectives.
Lesson objectives
All learners will be able to:
• Understand most specific information and detail while
listening;
• Describe a favourite book.
Most learners will be able to:
• Complete listening task with all the missing words;
• Understand whether statements are true or false while listening;
• Use gerund and infinitive accurately.
Some learners will be able to:
• Complete listening tasks with two missing words without
spelling mistakes.
Language objective
Book vocabulary:
favorite book
bookworm
character
plot
genre (fantasy, love story, detective)
like reading / like to read
Grammar: gerund and infinitive
Value links
Lifelong learning, Collaboration, Respect to different opinions,
Transparency in evaluation, Global Awareness
Cross curricular links
Kazakh, Russian and English Literature through discussing fiction and
non-fiction books
Previous learning
Fiction and Non-Fiction Literature
Use of ICT
Projector or Smart board for showing a presentation
Intercultural awareness
Accept diversity of other cultures’ literature
Kazakh culture
Discussion of Kazakh fiction and non-fiction books
Pastoral Care
Student centered teaching: respect, support and scaffolding;
To create a friendly atmosphere for collaborative work.
Promote a sense of self-esteem and self-respect and respect for others
among all the learners.
Health and Safety
Everyday classroom precautions will ensure that safety measures are
provided to prevent the exposure of electrical power cords
Planned
timings
Planned activities
Resources
Beginning
1-3 min
Greetings and Warm-up: W, f
Teacher greets the class and shows pictures of a variety
of book genres and asks learners to define the type of
PPP, slide 1
4-12 min
Middle
12- 18 min
literature (fiction or non-fiction). Learners are given
signal cards (“F” – fiction and “NF” – non-fiction) to use
for their responses.
This activity aims at evaluating learners’ previous
learning.
Answers: 1 F, 2 F, 3 NF, 4 NF, 5 F, 6 NF, 7 NF, 8 F
Lead-in: P, W
Teacher writes on the board the names of famous book
characters (Harry Potter, Татьяна Ларина, Алдар Көсе)
and asks learners to think of the theme of the lesson.
Learners should say that they are going to discuss book
characters of English, Russian and Kazakh literature. At
this stage, some learners might not know the word
“character”, so they may say “hero”.
Then, teacher and learners set the lesson objectives.
Brainstorming W
Teacher asks learners to name one book character from
English, Kazakh or Russian fiction literature. Teacher
explains that learners may think of any types of books.
Learners should name at least one character they like
most.
Then, learners look at pictures of various famous English
book characters and should match them with the titles of
the books. P
1 C - Huckleberry Finn from “Adventures of Huckleberry
Finn”
2 A – Oliver Twits from “Oliver Twist”
3 E - Alice from ‘Alice in Wonderland”
4 B – Severus Snape from “Harry Potter”
5 D – Legolas from “Lord of the Rings”
Teacher supports learners if they do not know character
names.
Then teacher asks learners whether they have read Harry
Potter books and whether they like them.
Teacher introduces the listening task to learners and gives
instructions.
Listening task 1 I, f
Differentiation
Learners listen to the passage “Harry Potter” and should
complete the sentences with one word.
For less able learners:
1. Harry Potter is a boy ______ who has taken over the
world (wizard).
2. That’s when J.K. Rowling published her ______ book
(first).
3. She is the ________ of Harry Potter (creator).
4. The first novel was called “Harry Potter and
Philosopher’s _____” (stone).
5. My friends waited overnight outside a _________ to
make sure they got their copy of the latest book
board
PPP, slide 2
PPP, slide 3
PPP, slide 4
http://www.listenaminute.c
om/h/harry_potter.html -
Listening “Harry Potter”
Worksheet with tasks
(bookstore).
For more able learners:
Learners listen to the passage “Harry Potter” and should
complete the sentences with two words.
1. Harry Potter is a boy_______ who has ________ over
the world (wizard, taken).
2. That’s when J.K. Rowling _________ her ______ book
(published, first).
3. The first _________ was called “Harry Potter and
Philosopher’s Stone” and it became an _________
success (novel, amazing).
4. Six more Harry Potter books followed and they all
became ________ _________ (best sellers).
5. My friends waited overnight outside a ________ to
make sure they got their copy of the _________ book
(bookstore, latest).
Listening task 2 I, f
Learners listen to the passage again and decide whether
the statements below are True or False.
5. All people knew about Harry Potter before 1997
_____.
6. J.K. Rowling published her first Harry Potter book in
1998 _____.
7. The first novel “Harry Potter and Philosopher’s Stone”
was successful ______.
8. There are 10 Harry Potter books overall ______.
9. People liked all Harry Potter books and everyone to get
his copy of the book ______.
10. Harry Potter has never been filmed ______.
Teacher discusses the right answers with learners. Then
learners assess themselves individually and share their
results with teacher.
New vocabulary W, I, P
Teacher introduces new vocabulary which learners are
expected to use while describing book they like.
Then, teacher explains the meaning of the words and asks
learners to make two examples with them.
Teacher revises gerund and infinitive by asking learners:
Speaking
- What do you like to read?
- Do you enjoy reading fantasy books?
Then, teacher pays learners’ attention to the structure.
Speaking about favorite books P
Teacher suggests learners to create a dialogue about their
favorite books. Learners should make up a dialogue using
new vocabulary and gerund and infinitive accurately.
Assessment criteria:
Teacher brainstorms learners what this speaking activity
words on the wall
18-25 min
25-37 min
End
38-40 min
criteria are. Learners would say that they need to describe
a book, use new words; teacher may add that they also are
required to make sentences using gerund / infinitive.
Learners have 5 minutes to prepare, then they present
their dialogues.
Reflection W
Learners play a game where they sit in a circle and first
learner should say what he/she likes/enjoys reading, then
next learner repeats previous learner’s favorite book by
saying “Adelya likes reading love stories” and adds what
book he/she likes to read. The last learner has the most
challenging task as he must recall all learner’s favorite
books or book genres and then shares his own.
PPP, slide 5
to them and which pair worked well.
Additional information
Differentiation – how do
you plan to give more
support? How do you
plan to challenge the
more able learners?
• Differentiation will
be implemented
through presenting
different leveled
tasks on listening.
For less able learners-
complete the sentences
with one missing word
For more able learners-
complete the sentences
with two missing words.
Assessment – how are you
planning to check learners’
learning?
• Assessment criteria will be
presented to the learners
before starting speaking
activity
• Observe learners when
presenting their dialogues.
Did each learner contribute
to the dialogue? If not, why
not? (e.g. didn’t understand
what to do; not so confident
speaking English; not
interested in topic; other)
• Monitor learners to check
they can pick up specific
details and understand main
points when listening about
Harry Potter
Critical thinking
• Analyzing the pictures of
book characters and guessing
the books
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 the lesson about this class or individuals that will inform my next lesson?
