Baikonur

School named after K.Satbayev

Date:

25.04

24.04– 26.04

25.04

Teacher’s name: Abdullayeva Zhuldyz

Grade:

10a

10ә

10б

Number present:

absent:

Checked up:

Lesson objectives

• To develop students’ communicative competence.

• To develop students’ four skills.

Language objective

• Should / shouldn’t have done

Previous learning

Learners know what conditional sentences mean in general. They know how to compare and contrast, ask personal questions and state obligations.

Success criteria

Learners can discuss about regret. (75-90%)

Value links

Value of Mangilik El, Respect, Support, Trust. Value of friendship. Learners will work individually showing respect and being polite with each other.

Cross curricular links

Lesson is connected with Information technology.

ICT skills

CD player, CD, Grammar pictures and cards etc.

Intercultural awareness

Accept diversity of other cultures

Pastoral Care

To develop leadership skills

To provide opportunity to work autonomously

To create a friendly atmosphere for collaborative work

Health and Safety

Make sure power cords are not a tripping hazard Everyday classroom precautions

Procedure of the lesson

Planned timings

Beginning

(2–3 minutes)

Planned activities

Warm up – Grammar auction

This is a teacher led auction. It can be played with mixed language points which are causing difficulty or on a specific area.

You may need to check that the students understand the concept of an auction.

Procedure

• Put the students into pairs or small groups and give each pair a sheet of sentences and their money limit. If you can find monopoly or other fake money to use it adds to the fun.

• Ask the students to plan which sentences they are going to bid for.

• Conduct the auction in a brisk and fun way.

• After all the sentences are sold, run through and get a class vote on which sentences are correct. Confirm the answers.

• Ask them to add up their money. Who has lost money on incorrect sentences?

• Ask pairs to decide why the sentences are not correct.

https://www.teachingenglish.org.uk/article/one-word-stories

Middle

(6-13 min)

(13-21 min)

(21-30 min)

(31-36 min)

Extra Reading: ‘Baikonur. A film review.’

Pre-reading activity

What happens at the Baikonur Cosmodrome in central Kazakhstan?

Have you seen the 2011 film, ‘Baikonur’?

Film Baikonur

“Whatever falls from heaven, you may keep.” So goes the unwritten law of the Kazakh steppes. A law avidly adhered to by the inhabitants of asmall village, who collect the space debris that falls downrange from thenearby Baikonur space station.The last two youthful members of the village are the radio operator Iskander, known as Gagarin, and the spirited Nazira. While Nazira finds it increasing difficult to conceal her love for Iskander by means of her unconventional behaviour, Iskander is evidently not only crazy about Baikonur and the vastness of outer space, but also deeply smitten with the beautiful French astronaut Julie Mahé, whose journey to the star she wistfully follows on television.When Julie literally “falls from heaven” in a small space capsule,it’s Iskander who finds her unconscious. Since Julie can no longer remember anything, Iskander is able to pretend that they are engaged to be married, turning the ancient law of the steppes to his own advantage.But even the most romantic lie cannot remain undiscovered forever. And soon “Gagarin” no longer knows where he really belongs nor, more importantly, to whom.

Task

Read the text, then put these paragraph summaries in the correct order 1-7.

SB p.95

http://ctb.ru/en/films/baikonur/

End

(36-40)

• Teacher asks to choose a famous billionaire and to do some internet research on him/ her for homework.

• Learners complete an evaluation of what they did during the lesson by circling one word in each statement:

I can understand: all / most of / some of the text.

I can understand: all / most of / some of the text when I read it.

I can say: all / most of / some of the words in the texts.

Hometask: WB p. 77

Pictures of new words, evaluation worksheet

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

• More support can be given at the start and in middle of lesson by providing less-able learners with new vocabulary in a word list so they can read examples of words seen or heard.

• Learners, who are less confident at answering the questions, can be given templates of how to answer to one or another questions.

• Monitor how much vocabulary learners can remember from the texts.

• Monitor learners as they reorder events from the text. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson.

• Make sure learners have sufficient time to answer questions.

• As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class.

• More-able learners can be encouraged to use the full range of language from the text when they practise retelling.

Reflection

Where the lesson objectives/ learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

• Monitor groups of learners as they agree on and practise answering questions according to the text. Do they take turns to speak?

Summary evaluation

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

1:

2:

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

1:

2:

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