Demonstrative Lesson "Bonfire Night"

The Republic of Uzbekistan

Tashkent, Mirzo-Ulugbek region

School № 208

The block – scheme of the lesson:

The motto of the lesson: Never stop, learn , read and inspire yourself !

The procedure of the lesson:

1. Greetings

2. Organize psychological climate

3. Checking the previous lesson and homework

(Previous lesson’s vocabulary:

Independence Day, to celebrate, celebration, to go to a rodeo, colony, freedom, exciting, to look forward, National Anthem, emotional, tight rope walker, illuminations, to walk on streets, to tell jokes)

T: Good morning dear boys and girls

P: Good morning teacher

T: What season is it now?

P: it ‘s autumn

T: Excellent. What date is it today?

P: Today is the 9^th of September

Teacher: What is the weather like today?

P: It’s shiny and warm

II. Pre-activity

Warm up: Before starting the lesson, brainstorm about the holidays in Uzbekistan, Great Britain and the USA that PP have learnt so far.

Previous lesson’s vocabulary:

Independence Day, to celebrate, celebration, to go to a rodeo, colony, freedom, exciting, to look forward, National Anthem, emotional, tight rope walker, illuminations, to walk on streets, to tell jokes

III. Main Part:

Activity 1.

Now we will do an activity.

I will give you some sheet of papers. Here are some works associated with fire. You should match the word to its meaning

a ash i coloured smoke or flame used as a signal

b blaze ii a fire burning in a wild area of land

c inferno iii a large outside fire for fun or for burning unwanted things

d bush fire iv a destructive fire or a burst of fire

e beacon v the crime of setting fire to buildings

f spark vi an outside fire for people staying in tents

g flare vii piece of wood or coal continuing to burn once a fire is out

h bonfire viii powdery residue left when something is burnt

i campfire ix a small piece of fire which flies out from something which is

j ember x a warning fire on top of a hill

k arson xi a very large uncontrolled fire

Ma

Activty 2. Introduce the topic: Bonfire Night. I draw a picture on the board or show a real image of a bonfire with a figure (an effigy of Guy Fawkes) on the top and people standing around with sparklers. Afterwards draw the moon and fireworks in the sky. Then ask students what the things are and label them – fireworks, moon, bonfire etc., I write the date at the top – November 5th and ask my students if they know anything about this British festival. If they do, I elicit as much as possible and fill in any missing information. If they know nothing about Bonfire Night at all, I give a brief and simple explanation, but not too much as they will find out more in Task 1

1. Task 1 – Guy Fawkes jigsaw listening

I’ll put students into pairs, and put As together and Bs together, give them their text and encourage them to write the questions that they will need to ask to get their missing information. I’ll monitor and help with question formation.

Put the words into the gaps in the text.

1. Task 1 – Guy Fawkes jigsaw reading

Guy Fawkes Night is a (1) ____ British celebration. It celebrates a failed attempt to blow up the Houses of Parliament (that’s where Big Ben is) in London. This was (2) ____ one of the first examples of terrorism, only it didn’t work. It all happened on November the (3) ____, 1605. A group of Catholics who were unhappy with their Protestant rulers wanted to bring the government (4) ____. Their leader was a man called Guy Fawkes and his plan was called the Gunpowder Plot. Fortunately, some passers-(5) ____ saw Guy Fawkes and his followers with the gunpowder. Guy Fawkes was arrested. He was put on a bonfire and burned to (6) ____. In Britain and former British colonies, this day is also called Bonfire Night.

Put the correct words from this table into the article.

IV. Post Activity

Activity 3 Read the texts

Objective: to revise adverbial time phrases and their position in the sentence PP read the texts again and find the words.

Answer key:

1 Bonfire Night, Guy Fawkes Night, firework night

2 in the evening, on Bonfire night (twice), on November 5th 1605, in the days before firework night, for two or three weeks before Guy Fawkes, in the evening and at night, before November 5th 3 the beginning and end of the sentence are the usual positions where these phrases can go as shown in the Remember box.

Remember:

Some people light fireworks before November 5th.

On Bonfire Night they organise a big bonfire.

Giving homework: P. 7 to retell the text

Evaluation

The arrest of Guy Fawkes

Fire Worksheet

1 Here are some works associated with fire. See if you can match each to

its meaning.

a ash i coloured smoke or flame used as a signal

b blaze ii a fire burning in a wild area of land

c inferno iii a large outside fire for fun or for

burning unwanted things

d bush fire iv a destructive fire or a burst of fire

e beacon v the crime of setting fire to buildings

f spark vi an outside fire for people staying in

tents

g flare vii piece of wood or coal continuing to burn

once a fire is out

h bonfire viii powdery residue left when something

is burnt

i campfire ix a small piece of fire which flies

out from something which is

j ember x a warning fire on top of a hill

k arson xi a very large uncontrolled fire

2 Discuss with a partner anything you know about the above words.

e.g. I remember the film Towering Inferno , about a building on fire.

3 Pronunciation: Linking sounds: / r / and / w /

Find the linking sound in each of these sentences.

e.g. It’s dangerous to / w / open a box of fireworks near a

bonfire.

a That fire could turn into an inferno.

b Watch out for a cloud of smoke if you light that fire.

c The wood will burn and turn to ash.

d I want to eat sausages on November 5th.

e Increased law and order is necessary with all these cases

of arson.

f Cases of large or uncontrolled fires are being reported in

the bush.

g You’ll get hit by a spark from that fire if you aren’t

careful.