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Lesson plan 'Reading comprehension'

Lesson plan 'Reading comprehension'

Автор публикации: Кусепова Г.Т.

Дата публикации: 12.09.2015

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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

Warm-up
Team work "Reading for gist"
Individual work "Question answer"
Individual work "Knowledge Rating Scale"
Expressions

The expected result

They will read and know about the great train robbery in London, 1963;
They will be able to scan the text to get an appropriate information to give right answer;

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

Peer/ Self assessment
Anecdotal notes (teacher)
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?)

Organization moment

Greeting
Warm-up

Look at this picture.

What can you see?
Yes, you're right. Train. Have you ever travelled by train? Where?
What's happening in this picture?
Who are these people?

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

Check their homework

To take a test to check their knowledge on last lesson

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?)

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

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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