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Sherlock Holmes: The Blue Diamond p.120

Short term plan

Unit 9: Reading for pleasure

School: 68

Date: 10,14.I.2019

Teacher’s name: Toredinova Sholpan

Grade: 7

Number present:11

Absent:0

Theme of the lesson

Sherlock Holmes: The Blue Diamond p.120

Learning objectives(s) that this lesson is contributing to

7.C9 use imagination to express thoughts, ideas, experiences and feelings

7.R4 read independently a limited range of short simple fiction and non-fiction texts

Lesson objectives

All learners will be able to:

  • Understand with limited support the main points while reading  stories in groups;
    Understand most specific information and detail while discussing parts of a story plot;
    Give an opinion at sentence level on describing one’s favourite story plot.

Most learners will be able to:

  • Ask students to look at the book cover and characters in the pictures and guess what the story is about.

Some learners will be able to:

  • Understand stories in detail while reading;
  • Understand the elements of a story plot clearly and support other peers in class\pair exchanges;

Assessment criteria

Speaking – presenting ideas clearly to others, grammar, vocabulary

Language objective

Use subject specific vocabulary.

Intercultural awareness

Reading a work by a foreign author.

Learning about other people’s traditions and way of living.

Reviewing famous literary works, characters and authors.

Value links

Responsibility , Global Citizenship, Collaboration

Cross curricular links

Literature

Use of ICT

Projector or Smart board for showing a presentation, laptops for online dictionaries

Previous learning

Simple tenses, vocabulary related to books and reading

Kazakh culture

Review of some Kazakh works and authors during the group division.

Pastoral Care

Assure the needs of all learners are met.

Health and Safety

Make sure to ventilate the room before the lesson and remind the learners to be careful with cords and corners.

Planned timings

Planned activities

Resources

 

Begin

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

   Middle

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

End

 

 

 

Greetings: W

  • Good morning, dear children! Sit down!
  • Who is on duty today?
  • What date is it today?
  • Who is absent today?
  • What’s the weather like today?
  • How do you do?
  •  I hope that you are fine!
  • Are you ready for this lesson? That’s great!

Teacher greets learners and congratulates the class on the beginning of the 3rd term. Then, teacher hands out stickers and asks learners to write a compliment to a peer. Learners write wishes and nice words to each other, so learners collaborate and create a friendly atmosphere.

Teaching activity: Help for learners if they need and check their creative tasks and to learn it themselves.

  • Learners activity: learners read and understand the stories. Answer the following questions. Do the level of tasks. To rate thinking ideas of the theme.
  • To operate principle of the learners: Develop themselves of principle , score the level of themselves
  • Learning resources: Different activities on developing listening, speaking, use of English and reading skills about Jobs and work.

Warm –up (3-4 minutes)

Books closed. Ask students what they know about the Sherlock Holmes stories. Write their ideas on the board and include these details:

  • Sherlock Holmes is a private detective
  • Dr Watson is his assistant
  • They solve crimes in London at the end of the 19th century.

Famous stories include Hound of Baskervilles and Sign of Four.

 

I.The blog of Information

1. Do you read different stories?

2. Who is the Sherlock Holmes?

3. What writers do you know?

4. Listen and repeat the new words

Advertisement

Goose/geese

Ticket

hat

 

II. The blog of logical tasks

What can you see at this pictures?

 

III. The blog of practice and take the note of knowledge.

I-level.

Pre-Teaching W
Exercise 1. Read the story sections 1-8. Then match them to the pictures A-G. Tell students to look at the pictures and make a list of things they can see. Start the list by writing these items on the board: a goose, a blue diamond, an advertisement. Go through the pictures with students identifying the main elements, e.g. picture A – goose, man wearing a suit etc.

1. Holmes and Watson go to The Alpha and talk to Mr Windigate.

2. Mr Peterson finds a blue diamond inside the tall man’s goose.

3. Someone’s steals the countess of Morcar’s blue diamond from her rooms in the Cosmopolitan Hotel.

4. Mr Peterson goes to see Cherlock Holmes

5. A tall man with a hat is walkng with a goose over his shoulder.

Answers:   1.E                       3.F                5.C           7.D

                    2 . H                    4.G                 6.A          8.B

      

II-level

1.James Rider tells Homes that he stole the diamond

2. Holmes and Watson talk to the man from Mr Breckinridge’s shop.

Ex 2.  Look at the story sections again. Which section do you think is the start of the story? Which section do you think is the end of the story?

Answers:

1.The start of the story is section 3 – the blue diamond is missing.

2. The end of the story is section 6 – Ryder admits he stole it.

 

III-level

1. At Mr Breckinridge’s shop , Holmes and Watson see a man there.

Ex 3. How do you think the story develops? Read  the sections again and put them in order  to make the story. Go through the answers. Ask stronger students to explain the order by referring to the story development and use of  ‘a’ and ‘the’.

Answers:

1.section 3            5.section 1

2.section 5            6.section 8

3.section 2            7.section 7

4.section 4            8.section 6

 

Talk about it

Ex 4. Think about the story sections again. Use the pictures on page 52 and the words in the boxes to tell the story to your partner. Put students in pairs. Give students time to make a note of who the people are, what happened at each place, and events related to the verbs and nouns.

IV. The blog of Intellectual training

Where was the blue diamond found?

 

 

V.The blog of Conclusion

If you are Sherlock Holmes what will you do?

Ex 5. Look at the picture of  James Ryder and answer the question. Ask students what James Ryder did in the story and what stage of the  story is shown in the picture.

Possible answer:

 James Ryder is talking to Sherlock Holmes and looks sad because he regrets that he stole the diamond and then lost it.

 

Ex 6. 3.22 Listen to James Ryder talk about his story. Choose the correct words to complete the sentences. Answers:

  1. Horner
  2. Sister’s
  3. Maudsley
  4. Geese
  5. Black
  6. Maudsley’s
  7. Didn’t find
  8. Two
  9. Would not
  10. Terrible

 

Ex 7. Now listen to the end of the story. Do you like  the ending? Is it surprising? Discuss the ending with students.

 

Ex 8. Write a different ending to the story. Use one of options below or your own ideas. Give the class five to ten minutes to complete  their versions of the ending. Circulate and monitor. Help weaker students where necessary.

 

Talk about it

 Ex 9. Ask and answer the questions with your partner.

Make a note of  the students’ comments and use them for a whole class discussion at the end.

 

Homework. Ex 8 p 121 Open your diaries and write.

Write a different ending to the story
      I hope the lesson was interesting and useful for you.

What have you learnt today?          
     Our lesson is over. All of you did a good job. Thank you and good bye!                             

 

Student`s book Oxford
James Styring Nicholas Tims

 

 

 

 

 

 

 

 

Additionalinformation

Summary evaluation

What two things went really well (consider both teaching and learning)?

1: Class\ pair activities

2: Differentiated task

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

1:Providing scaffolding

2: Working by cards: answering the questions related to the text.

What have I learned from the lesson about this class or individuals that will inform my next lesson?

Students love reading about teenagers like them and find similarities in their lifestyles. Students love doing creative tasks, especially when they have a choice. Everyone was engaging in doing a creative task with high motivation and excitement.

Appendix 1

Vocabulary for less able learners

Task: match the new words with their translations.

Story 1: A favourite game

Teammates

Тренер

Ankle

Бытьвпечатленным

Encourage

Товарищипокоманде

Coach

Лодыжка

impressed

Подниматься

Attitude

Поощрять

Climb

Отношение

 

Story 2: The Pet shop

Pet store

Поздравлять

Decide

Владелец\ хозяин

Owner

Решить

Shoelace

Зоомагазин

Untie

Уставший

Tired

Развязанный

Congratulate

Шнурок

 

Story 3: Nicole’s Drums

Drums

Труба

Apartment

Отдыхать

Rest

Жаловаться

Complain

Сосед

Neighbor

Барабан

Quietly

Квартира

Trumpet

Тихо

Vocabulary for more able learners

Task: match the new words and their definitions.

Story 1: A favourite game

Teammates

Person who trains you in your sport activity

Ankle

Feel surprised or admired

Encourage

People who play with you in one team

Coach

A part of the leg

impressed

Go up, move higher

Attitude

Motivate or support someone

Climb

The way you treat people

 

Story 2: The Pet shop

Pet store

Praise someone on his\her winning

Decide

A person who has his\her own shop\ business

Owner

Make a decision

Shoelace

A shop where you can buy an animal

Untie

When you need rest or sleep

Tired

Unfasten

Congratulate

A thin string on the shoes

 

Story 3: Nicole’s Drums

Drums

A musical instrument that has a metal tube for blowing and three buttons

Apartment

Relax

Rest

To say that something is wrong

Complain

A person who lives next door

Neighbor

A musical instrument that you should hit with a stick

Quietly

A flat

Trumpet

With no or little sound

Appendix 2

Stories for reading

Story 1: A favourite game

Shannon loves basketball. She loves everything about basketball. Shannon always looks forward to basketball practice. She enjoys the workout. She enjoys the competition. She enjoys the time with her teammates.

Coach always starts practice the same way. They run ten laps around the gym and then stretch out. They then practice shots. (Shannon usually sinks most of hers!) 

Then the coach introduces new drills. Then they practice the plays they use in games.

Shannon concentrates and does her best. She works hard, and her teammates appreciate her for it. She always has a positive attitude and encourages her teammates to work harder and do their best.

But today, Shannon twists her ankle and falls down. She cries out in pain, which is unusual for Shannon. She rarely cries. Everyone rushes over to see if she is okay. 

One of her teammates runs to get ice for her ankle. (Ice helps with the swelling.) The others help her off the court and she sits down to rest. 

The coach asks Shannon if she is okay. She says, "I am fine. Ankles heal."

The coach shakes her head. "Shannon," she says, "As usual, I am impressed with your attitude and team spirit. In honor of Shannon, we should all go get ice cream!"

So, the whole team climbs aboard the school bus and the coach takes them all out for ice cream.

As she licks her mint chocolate chip ice cream cone, Shannon says, "Today, I love basketball practice more than ever!"

Story 2: The Pet shop
Cody and his sister April decide they want a dog. They head down to the local pet store and have a look around.

It is a very small pet store that doesn't have many animals. 

The owner of the shop is a nice old man named Mr. Smith. He walks over and greets Cody and April.

"How can I help you?" he asks.    

"We would like to buy a dog," April responds.

"Ah, well, we are not a big pet shop," Mr. Smith tells her. "So we only have two dogs to choose from."

They ask Mr. Smith to show them the dogs.

Mr. Smith leads them to the back of store where the two dogs are. One of them is a very big bulldog named Buster. The other is a very tiny chihuahua named Teacup. 

April wants Teacup. Cody wants Buster. They walk outside to discuss.

They can’t agree on a dog. April suggests they race home for it. The winner of the race chooses the dog. 

Cody agrees, then tells April her shoelace is untied. When April looks down, he runs off and gets a head start. 

Cody runs as hard as he can. He really wants that bulldog. He looks back. April is so far behind he can’t even see her.

Cody finally gets home. He is tired but he is happy. He knows he is the winner.

April arrives a few minutes after Cody. She congratulates him. They return to the pet store to purchase Buster the bulldog.

However, when they arrive they only see Teacup the chihuahua. 
 

They ask Mr. Smith where Buster is.

Mr. Smith gives the details. He explains that a few minutes after April and Cody leave, two boys walk in and buy the bulldog. 

Cody looks at April, and she holds back a smile. Cody sighs. He turns back to Mr. Smith.

"Sometimes you win the race, but not the prize!" Cody smiles sadly. "We’ll take the chihuahua, please."

Story 3: Nicole’s Drums

Nicole has a new set of drums. She likes playing the drums. She practices playing the drums all the time.


Her parents tell her, "Nicole, we are happy that you like the drums, but you can't play the drums all the time. There are other people in the apartment. There are other people in the building. There are other people in the neighborhood. And they all want to sleep sometimes!

Nicole listens to them. She says she understands, but she doesn't stop doing it. She practices playing the drums all the time!

Her parents complain, her sister complains, the neighbors complain. Even the cat complains!

"Ok, ok!" Nicole says, "I will be a good girl. I will do it more quietly."

But this doesn't help much. No one can work, no one can rest, and no one can sleep.

One day Nicole comes home and sees her parents and her sister in the living room. She sees new things: a guitar, a trumpet, and a piano. Nicole is very surprised! "Wow!" she says, "What is this?"

"Well," her father answers, "we see that we can't beat you, so we decide to join you!"

Appendix 3

A table for filling information

The name of the story:

Setting

Characters

Plot

Conflict

 

 

 

 

The parts of the plot

Exposition

Rising action

Climax

Falling action

Resolution

 

 

 

 

 

Appendix 4

Formative assessment

Unit

Reading for pleasure

Learning objective

8.R1  Understand the main points in a growing range of short, simple texts on general and curricular topics

Level of thinking skills

Understanding, application

Assessment criteria

4 out of 5 answers should be correct

Task

Read the text and answer the questions by writing TRUE or FALSE answers.

 

A favourite game

Shannon loves basketball. She loves everything about basketball. Shannon always looks forward to basketball practice. She enjoys the workout. She enjoys the competition. She enjoys the time with her teammates.
Coach always starts practice the same way. They run ten laps around the gym and then stretch out. They then practice shots. (Shannon usually sinks most of hers!) 
Then the coach introduces new drills. Then they practice the plays they use in games.
Shannon concentrates and does her best. She works hard, and her teammates appreciate her for it. She always has a positive attitude and encourages her teammates to work harder and do their best.
But today, Shannon twists her ankle and falls down. She cries out in pain, which is unusual for Shannon. She rarely cries. Everyone rushes over to see if she is okay. 
One of her teammates runs to get ice for her ankle. (Ice helps with the swelling.) The others help her off the court and she sits down to rest. 
The coach asks Shannon if she is okay. She says, "I am fine. Ankles heal."
The coach shakes her head. "Shannon," she says, "As usual, I am impressed with your attitude and team spirit. In honor of Shannon, we should all go get ice cream!"
So, the whole team climbs aboard the school bus and the coach takes them all out for ice cream.
As she licks her mint chocolate chip ice cream cone, Shannon says, "Today, I love basketball practice more than ever!"

 

Are the sentences TRUE or FALSE?

  1. Shannon loves her team but she does not love basketball. __________
  2. She hurts her leg. __________
  3. The coach tries to encourage Shannon. __________
  4. Some teammates go to have some ice-cream. __________
  5. Shannon feels happy. __________

 

 



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