The Royal Year.Royal family members

Lesson : Step five The Royal Year

School 7

Date: 22.10. 2018

English teacher: Abdukarimova J

Class: 10A

Number of present:

Absent: -

Learning objective(s) that this lesson is contributing to:

10.C3 respect differing points of view

10.UE5 use questions which include a variety of different tense and modal forms on a range of familiar general and curricular topics

10.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics, including some extended texts

10.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

Lesson objectives:

All learners will be able to:

Get general idea based on the theme, provide a list of the daily actions of the Queen’s diary of engagement .

Most learners will be able to:

To point out to the main facts in texts based on the Royal family daily life with some support;Convey own thoughts , ideas on the Royal Year with little support provide by peers

Some learners will be able to:

explain the main points in texts on the theme under discussion without support

provide own thoughts ,ideas and feelings about the Royal year ,perhaps about the Queen’s diary of engagement

Language objectives:

Learners can:

By the end of the lesson learners will be able to

- give a full information on the theme

Key words and phrases:Schedule/Busy/Engagement/Hold/Charity/Engage/Diary/allow/busy/engage,private,fixed

Useful classroom language

Discussion points: talking about the daily routine of the Queen

Assessment for Teaching

Criteria based assessment

-use of the variety of tens forms and modals

-giving first language equivalence to the text

-holding an oral speech while identifying the meaning

Descriptor:

A learner:

- guesses the theme through pictures presented and giving own opinions and ideas on the theme

- builds correct pronunciation and translation of the new words and name the elicited word on their own

-read the text and guess the main idea while translating

- making -up questions including variety of tense forms and modal verbs according to the text

- miming the pictures held and guessing the person’s state of feeling

- giving Kazakh equivalents and matching the proverbs to the pictures

How to overcome barriers in learning English

-Peer help group work discussion

Previous learning

Royal residences

Lesson Plan

Planned timing

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

What will the pupils learn? How will they learn it?

Suggested Teaching Activities

Active Learning activities

Resources

Start (Beginning of the lesson)

7 min

Greetings.

Warm –up questions.

Telling best wishes

Dividing into 2 subgroups by pictures of the Buckingham and Balmoral castle

Checking- up homework

True and false statements about the Information pointing to the UK and Royal family

Group work

1.The United Kingdom ,England ,The UK , The Great Britain and The United Kingdom of the Great Britain are of the same meaning.

2.The population of England only is 46 million.

3.The ancient part of the country is called “City”

4.The most modern and expensive part of the country is the West End.

5.The streets are narrow and one can reach the other person on the next side if stretches his hand.

6.There are days when ordinary people visit the Royal residence.

7.The head of the country is not The Queen

C3. Leading in through guessing the pictures and theme

Group work

Pictures,smiles

Middle (of the lesson)

1. in

New words presentation

Individual work

• Christmas –жаңа жыл,рождество

• Residence-резиденция

• Private-жеке

• Fixed- белгіленген

• To deal with-айналысу,шешу

• Allow-рұқсат беру

• Busy-жұмысс басты

• Engagement-іс

• Hold-ұстау,өткізу

• Charity-қайрымдылық

• Engage-жұыс жасаудан босамау

• Diary- күнделік

• Schedule-kecте

.R1 Read and translate

Group work

The Queen’s life follows the same pattern every year. She spends Christmas and New Year with her family at Sandringham, her country estate in Norfolk, and normally stays there through the month of January, giving shooting parties, holding receptions and dinners for her neighbors and personal friends, and supervising the work of the estate. That work includes the Royal Stud, where she still breeds horses, one of her abiding passions—she once said that if she were not the Queen she would live happily in the  сountry with her dogs and horses. During this time she discusses with her private secretaries her program for the first part of the year. Then, from the beginning of February until Easter, she is at Buckingham Palace during the week and at Windsor Castle on weekends. Around Easter she stays at Windsor for a week or so, and returns there for a week in June, when she holds the annual meeting of the Most Noble Order of the Garter, the highest order of chivalry, whose members are appointed by the Queen personally and not by the government. Balmoral is where she can be at her most relaxed. She stays there until the beginning of October, when she returns to London The stays at Windsor are a little more formal. Because it is near London, some of her official duties, such as giving audiences or holding a meeting of the Privy Council, can be performed there, and she often gives a “dine and sleep,” with distinguished visitors invited to spend the night.

Throughout the year the Queen’s day begins quite early with reading the newspapers and looking at the vast number of letters she receives. In London and Balmoral she would have been awakened by a bagpiper playing outside her window. She obviously cannot respond to all of the letters, but she takes a sample, reads them, and writes a note about how she would like them replied to. Personal friends put a special mark on the envelope of their letters so that they can be extracted from the pile. Much of the rest of the day is spent in meetings with her private secretaries and other senior members of her staff—the Lord Chamberlain, who supervises the work of all departments of the household; the Keeper of the Privy Purse, who looks after the Queen’s finances; the comptroller of the Lord Chamberlain’s Office, who is responsible for organizing all state occasions; the Master of the Household, who is in charge of the running of the palace and the Queen’s entertainments; and the Crown Equerry, who looks after the Queen’s transport—cars, carriages, and horses.

.UE5 Ask questions including different tenses and modals. Point to the tenses and modals.

Group work

1.Is the Queen’s diary of engagement busy or not?

2.Where is the Queen’s private home situated?

3.Does she do any free time activities except for her official work?

4.Can you name the place where she has her summer break?

5.Will her summer break be followed by opening of the Parliament in autumn?

6.Need the Royal family to deal with the charity?

Relaxation. Miming up game

Pair work

Mime the person who is ….. 1. curious. 2. in a high mood 3. worried

4. in a low mood 5. tired 6. Relieved 7. Hot 8. disappointed

S7 Proverbs about home and homeland. Guess and explain the meaning hidden.

Group work

1.East or west home is best

2.There is no place like home.

3.My home is my castle

4.So many countries , so many judges even dogs

Textbook

cards

End (of the lesson)

5 min

Homework :

Write a topic using the active vocabulary about the Queen’s daily routine

Additional information:

Differentiation - how do you plan to give more support? How do you plan to challenge the more able and less able learners?

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

Cross – curricular links health and safety check ICT links

Values links

More able students are challenged in the lesson by giving them turns to give an opinion ,idea and description of a particular subject

Low level learners are helped by prompts peer help group work

More able students are asked to use the definite articles connecting with their city or country

Criteria based assessment:

Providing views of point on the pictures

Guessing the main idea of the text

Differentiation of the tense forms and modal verbs

Oral speech opportunities of the learners’

Descriptor

A learner is able to:

- convey own mind

-pronounce and give Kazakh equivalence

-guess the text content

- use various tense forms and modals

-find translation to the proverbs and express own thoughts

Lesson is connected with Russian and Geography