Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

·Make a presentation about genres of books.

Level of thinking

Higher order thinking skills (according to the revised Bloom's taxonomy).

Assessment criteria

· Listen to the given text of description of activities and identify the general information.

· Demonstrate skills of organizing and expressing ideas accurately.

· Illustrate a viewpoint in a discussion.

Target language

Literature, Stylistics, genres, novel (gothic) contemporary, to involve in, to be good for.

Values links

Responsibility, Global Citizenship, Respect and Love to people and school, Care to modern technology.

Cross-curricular

 links

Literature, Stylistics, Social Science, Psychology, Information Technology, Sport and Health Care.

Previous learning

Vocabulary relating to genres and types of literature, the meaning of reading books nowadays.

Plan

Planned activities (replace the notes below with your planned activities)

Resources

The lesson greeting. Pre-learning (W)

Teacher greets the class and suggests playing the game to the learners. Teacher explains the rules for this game.

· Game “Back to Blackboard” Rules:

One person stands back to the portraits of famous writers of different countries;

Classmates should not call the name of a writer but try to speak about his/her book;

Classmates can give some associations with the book;

Classmates can mime the plot of the book;

Classmates can sing some lines from the songs.

· Teacher can organize competition between two teams, when the first team mimes, the second should guess the famous person.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk about literature and books. Look at the portraits of some writers and name the books you read at the lessons. How many books do you read a year? When did paperbacks first appear?

Slide (useful phrases)

Pictures

PPT

1.

Whiteboard

Writing

Worksheet

Lead-in (W, I)

· Vocabulary work

Revise the genres of books pupils know making a listby asking students to add more words to the list they already guessed. Brainstorm with the class and write words on the board as pupils call it out.

Organise the class into four teams. Ask a student to come to the front of the class and give him/hersubject card. (E.g. Fiction). Say the whole class can ask a maximum of 10 questions to discover a subject.  He/she can only give Yes or No answers. Demonstrate the question types and their short answer forms:

Name the genres of books. Ex. 2 – 3 p.56.

Read the information about genres and describe them with complex nouns from the table. Ex.4 p.5

PRE - LISTENING TASK:

Ex.4 p.57(Check the meaning of phrases and add your word - combinations from ex.3):

Contemporary detective story

While - listening task: listen to two people talking about the books. Which of them are they talking about? In pairs ask questions to get more details.

Answers: 1.Call of the wind

2.Daffodill

3.Wuthering Heights

4. Persuasion

5. The Prince and the Pauper.

Compare two books according to their description in Ex.4 and complete the diagram.

Use compound nouns while describing a book.

Give definitions to:

convincing, fast – paced, gripping, imaginative, thought – provoking, humorous, contemporary.

(W.B. Ex.1-2 p.38).

The teacher has brought some English books from the library, ask the pupils about the genres. St.s try to describe them and tell the teacher what book they would like to read and make a presentation at the end of this unit.

Whiteboard

Writing

Worksheet

Student Book p.56

Student Book p.56

Pictures" Test your knowledge" on genres of literature.

CD 2.13

Writing

Worksheet

Student Book p.57

Venn Diagram

Ex.7 CD 2.13

Writing

Worksheet

English Books

Home task.

WB p.38

Students express their attitude to the lesson and give self-assessment using the method: “ Six thinking hats ”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, today I learnt...)

· Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Additional information