When people stop reading, they stop thinking. A.S. Pushkin. Teacher: Aitanova Gauxar School: K.Musirepov Grade: 7 th Theme: Learners read non-fiction books in Kazakh, English, Russian languages

7.L8 understand supported narratives on a wide range of general and curricular topics 7.C8 develop intercultural awareness through reading and discussion 7.S8 recount some extended stories and events on a growing range of general and curricular topics LEARNING OBJECTIVES Lesson objectives All learners will be able to: understand the meaning of the text, get acquainted with the active vocabularies. Most learners will be able to: understand and reflect on the essence of the text, through discussion. Some learners will be able to : expand the stories, by using imagination and active vocabulary - understand the meaning of the text, recognize the active vocabulary -reflect and discuss the text using the active vocabulary -recount a story using the active vocabularies from the text Criteria

Effective teaching BEGINNING MIDDLE E ND I motivate the learners with the colorful cards, while doing the task. I use the geometric figure. Red square for full answers, blue triangle for not full answers.. Collaborative learning. Task1 While reading task. In this task I divided the text into several parts each team must collect and say the beginning middle and the end Activity JICSOW The aim of this activity is to cover all learners for reading and to manage the time according to the time requirement Collaborative learning task 2 learners discus in a group around the given question The aim of this task make learners work together solve the problem together Active learning Draw your own time machine, then decide what period of history you would visit. Tell a period of your visit. The aim of this task is to allow my learners to learn while doing Organization moment. Greeting. To make a good atmosphere in the classroom Wishes for each other success. Warm up.Group division

Differentiation Task 3 Weak leaner's can write 2-3 sentences with little teachers support and gifted learners can write 5-6 sentence individually according to they are work. - Task.2 Differentiation by support I give the differentiation tasks for learners. While the process of doing the task I use the observation and support methods Task 1. Differentiation by peers support: gifted learner help to weak learners to collect the text

. Task.1 Collaborative learning. While read achieving task Look at the board, listen to the text about the time machine. Lead in: The teacher distributes parts of the text to each team Uses a method of observation Descriptor: -listen to the text collect the parts of the text -identify the beginning, the middle, the end of the text Task 2. Collaborative learning Read the story one by one. Answer the questions. Lead in: Teacher gives list of questions, the learners discuss. Teacher uses a method of observation Descriptor: learners. -read the story -read the questions -answer the questions Task 3. Active learning Post reading task. Draw your own time machine, Tell a period of your visit. Lead in: Teacher observes how the learners do this task. Descriptor:- -imagine your future machine use underline words - tell your story I use the geometric figures square full answers, triangle for 1,2 answers and smiles with feddback Criteria-based Assessment

- Microteaching helps me to make a short term plan corresponds to updated curriculum. -I have learnt to pick up the differentiation tasks for learners, Sharing experiences with colleagues, differ the feedback and reflection. I think experiments and methods that I learned to give me the best result during the teaching. Thank you