Кусепова
Гульзат Тунгушбаевна
№45 «Ақ
Орда» мектеп-гимназиясы
Шиелі
ауданы, Қызылорда облысы
87786084664
8(72432)4-28-25
LESSON PROCEDURE
The theme: Reading comprehension
The aims of the lesson:
·
To give information about the great train robbery in London, 1963;
· To
learn to scan the text to get an appropriate information to give right answer;
· Individual
and group feedback.
Objectives
1.
Warm-up
2.
Team work “Reading for gist”
3.
Individual work “Question answer”
4.
Individual work “Knowledge Rating Scale”
5.
Expressions
The expected result
ü
They will read and know about the great train robbery in London,
1963;
ü They will be
able to scan the text to get an appropriate information to give right
answer;
ü They will be
able to work individually and in groups.
The main idea
-
Create “Wordbank” based on the text about robbery:
-
Create “Grammar database”: give complete and right answers
-
Working out: understanding the implication of a question and
selecting material to suit it.
Assessment
1. Peer/ Self assessment
2. Anecdotal notes (teacher)
3. Knowledge rating scale
Homework: To retell the
text and get more information about this story
Resources: internet, Move Ahead 2
Student’s book and Work book
TEACHER’S
NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)
I.
Organization moment
a.
Greeting
b.
Warm-up
Look at this picture.
1.
What can you see?
2.
Yes, you’re right. Train. Have you ever travelled by train? Where?
3.
What’s happening in this picture?
4.
Who are these people?
c.
Divide the class into two groups
Ask them to choose one of the words:
detective, robber, clue, break into, witness, steal, fingerprints, run away
Divide them into two groups according to
the meanings of the words.
Which of these words have something to do with crime and
which have something to do with detection?
•
Detect the
crime: Detective;
Clue; Witness; Fingerprints
• Do the crime: Robber; Break into; Steal; Run away
Match
them with definitions:
1 a
police officer who tries to solve a crime
2 prints of people’s
fingers
3 something that helps
to solve a puzzle or mystery
4 someone who may have
seen or may have information about a crime
5 someone who stole
things
6 to enter a place
illegally
7 someone who saw the
crime
8 run from something
d.
Check their homework
To take a test to check their knowledge on
last lesson
II.
Main part
Step 1: Team work “Reading for gist”
Show the video material briefly
Work in groups
Read the text with “Popcorn” activity
Discuss highlighted word combinations and sentences, translate or
give their meanings
What
was the crime?
At
three o’clock in the morning of 3rd August 1963, robbers stole £2.5 million
from a train travelling from Glasgow in Scotland to London. The robbers stopped
the train at a quiet spot in the English countryside about 40 kilometres north
of London. At the time, it was the biggest robbery ever in the United Kingdom.
The money was old banknotes which were being taken to London to be destroyed.
What
kind of train was it?
In the
1960s, mail trains made the 500-kilometre journey from Glasgow to London every
night. The train contained all kinds of mail - letters, parcels etc. One of the
coaches on the train was called the High Value Packages Coach. The bags
containing the money were in this coach. It was the second one behind the
engine at the front of the train. There were five Post Office workers in the High
Value Coach. There was a driver, his assistant and a fireman in the diesel
engine at the front of the train.
What
happened?
There
are signal lights for train drivers all the way along railway lines. Green
lights mean the driver can continue. Amber lights are a warning to drivers that
they will soon see a red light, where they must stop. At night, when there are very
few trains running, the lights are almost always green.
The
gang knew that the only way to stop the train was to change the green lights to
amber and red. One of the robbers, an ex-railway worker, knew that if the
lights were broken, a signal would flash in a nearby signal box. So the robbers
didn’t break the green lights. They added two new lights along the track. The
first one (amber) was placed several hundred metres before a bridge, the second
one (red) was placed near the bridge. The gang covered the green lights with
gloves. The gloves later provided useful clues for the police.
On the
night of the robbery, the mail train approached the bridge. The driver saw the
amber light and applied the brakes. A few hundred metres later, he saw the red
light and stopped. The fireman got out of the engine to use the emergency
telephone next to the railway line. Almost immediately, the gang overpowered
the driver and his assistant. The driver was severely injured. Then the robbers
broke into the High Value Packages coach, ordered the Post Office workers to
lie down and stole the money.
How
did the police solve the crime?
The
thieves had rented a large isolated farmhouse about 40 kilometres from the
railway line. After the robbery, they went back there. While they were there,
they ate and drank and played a board game called Monopoly. They left mountains
of evidence that they had been there. The next day, another member of the gang
was planning to go to the farm and clean it from top to bottom.
The
other gang member was very lazy — he didn’t go to clean the farm. When the
police finally discovered the farm, they had all the evidence they needed:
clothing, fingerprints, footprints, specimens of hair etc. All the robbers had
left their fingerprints on the Monopoly game. There were also the remains of a
meal. Police were able to find where the robbers had bought the food.
All
the robbers were arrested and sent to prison. Some of them were sentenced to 30
years imprisonment, not only because they stole the money, but because the
driver later died of his injuries.
Assessment: Peer/ Self assessment
Step 2: Individual work “Question answer”
• Students
read the text again. Ask questions to check comprehension,
• Check students understand
the questions.
• Give students time to work
out the answer to question. Check orally.
• For this question, encourage
students to use complete sentences.
The
article on these pages is about a train robbery which took place in England in
1963.
Scan
the text and find the answers to these questions.
1 Why
was the money going to London? (In What was the crime?)
2
Where was the money on the train? (In What kind of train was it?)
3 What
did the robbers do to make the train stop? (In What happened?)
4
Where did the robbers go after they had committed the crime? (In How did they
solve the crime?)
“A”
level student
1 Why
was the money going to London? (In What was the crime?)
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________2
Where was the money on the train? (In What kind of train was it?)
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3 What
did the robbers do to make the train stop? (In What happened?)
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4
Where did the robbers go after they had committed the crime? (In How did they
solve the crime?)
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
“B”
level student
1 Why
was the money going to London? (In What was the crime?)
Clue:
old banknotes
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2
Where was the money on the train? (In What kind of train was it?)
Clue:
coach, behind the front train
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3 What
did the robbers do to make the train stop? (In What happened?)
Clue:
two new lights
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4
Where did the robbers go after they had committed the crime? (In How did they
solve the crime?)
Clue:
farmhouse
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
“C”
level student
1 Why
was the money going to London? (In What was the crime?)
Clue:
old banknotes, to be destroyed
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2
Where was the money on the train? (In What kind of train was it?)
Clue:
coach, behind the front train, high value
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3 What
did the robbers do to make the train stop? (In What happened?)
Clue:
two new lights, first one, 100 metres before the bridge, the second one, near
the bridge
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4
Where did the robbers go after they had committed the crime? (In How did
they solve the crime?)
Clue:
isolated farmhouse, railway line
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Assessment: Anecdotal
notes (teacher)
Step 3: Individual work “Knowledge Rating Scale”
*Complete the chart
Dates,
numbers and etc
|
What
do they mean?
|
£2.5 million
|
|
Train traveled
|
From
to___________
|
500-kilometre
|
|
Coach, which contained bags
of money
|
|
Green light means
|
|
Red light means
|
|
40 kilometres
|
|
30 years
|
|
Assessment:
Anecdotal notes
III.
Conclusion
Expression of
students about the lesson
Ask them to assess their knowledge got form today’s lesson
Positive
expressions: _______________________________________________________________
Negative expressions:_______________________________________________________________
Teachers
reflection
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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