Чтение на английском. Разработка урока по книге «Полианна» Элионор Портер

Business/Materials

Lesson Objectives

Pollyanna by E. Porter, Chapter 1 (classic literature for children aged 12-15)

Laptops (students use the Internet to open and read an extract from Chapter 1 of the book on the https://liteka.ru/english/library/349-pollyanna#3 )

Students will be able to scan the text and read for specific information

Students will be able to describe people, express likes and dislikes, speculate

Warm-up and Objective Discussion 4 min

In open class, brainstorm the genres of literature. Elicit vocabulary: novel, fiction, sci-fi, autobiography, detective etc. (1 minute)

Explain that today we are going to read an extract from a novel: the beginning of the story about orphan girl Pollyanna. Say that the book was written in 1913 by American writer Eleanor Porter, considered a classic of children literature.

Tell students that in Chapter 1 they will meet two interesting characters from the book and discuss their personalities.

Pre-reading activity:

As students already know the main character – orphan girl Pollyanna, ask them to predict Pollyanna’s appearance. Elicit ideas about the content of the story.

Instruct and Model 5 min

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 Ask students to open the e-book on their computers. As students read an authentic book for the first time, tell them about specific techniques which help them in reading (make notes with the new words, no need to understand each word etc.)

Guided Practice (15 min)

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Guided Practice

Task1. Students read the first page of Chapter 1 trying to find answers to the questions they see on the board. (Who are these people? Where are they? What did you know about them?) Teacher explains the task. Allow students three to four minutes to silently read the first page. Allow some time for the students to answer the questions. In open class discuss the students’ answers)

Less Guided Practice

Task 2. Read the page again and fill in the gaps. Share and check your answers with a deskmate. (On the board they see the exercise) Allow students time to read for detailed comprehension and then work in pairs. Select individual students to check answers.

Task 3. Students see on the board a list of words from the text. They need to explain the meaning of each word (if they need, they use a dictionary)

Grammar discussion. Past Continuous vs Past Simple.

Task 4. Look back at Chapter 1. What question refers us to the completed action in the past? What question shows us interrupted action in the past?

When did aunt Polly enter the kitchen?

What was Nancy doing when Ms. Polly came?

-Ask students to answer the questions referring back to Chapter1. Elicit the answers to the questions and demonstrate why each tense is used. Ask students to work individually to find more actions in PS and PC tenses. In open class feedback refer to the rule and check understanding of the difference between the tenses.

Less independent and Independent Practice (including all writing activities) 25 min

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Students read page #2.

Task 4. Pre-writing activity. After this page reading students meet 3 characters from the story. They already have their first impression of the characters. So, they need to copy from the board and fill in the table about these characters according to the information they got from the first episode.

Brainstorm (free write): Choose one character from the book to describe. Remember and write the words/phrases which author uses to show this person’s traits.

Speaking. Pair work: Everyone is asked to find a partner who chose the same character for description. In pairs, students collaborate and need to think whether their character is a good or bad person. Prove their ideas referring to the episode they read. Tell if they like\dislike the person and why. Use new vocabulary you met in the story.

Outline: in two columns write bad and good actions of a character.

Task 5. Writing activity.

Describe a character you’ve chosen. Try to illuminate both positive and negative sides. Prove your ideas referring to the text. Write not less than 12-15 sentences.

Task 6. Post-writing activity. Have students present their passages to the class.

Assessment (10 min)

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Work in pairs. Take roles and continue Nancy and Miss Polly’s conversation. Teacher goes around the class monitoring students’ work. Some students present their works to the class. Teacher gives grades (only A for excellent answers)