YURI GAGARIN WORKSHOP
GRAMMAR:
Teacher writes grammar structures to be practiced on the board and invites students to write them on their notebooks, as well as the vocabulary, later on. For example,
1) past on-going event (past continuous) vs. past event (simple past)
2) past event (simple past / past continous) vs. earlier event (past perfect)
Teacher provides verbal examples and then asks students to produce sentences and paragraphs with using these structures. Students in pairs can refer to their books and do corresponding exercises. One of the students is reponsible for grammar point 1 and the other for grammar point 2. Students in charge of the same grammar point may interact before returning to their original partner.
PRE-READING:
While using above structures, teacher prompts students with some of the following questions:
Draw planet Earth, the Moon, the confines of the solar system and the neighbor star.
What do you need in order to go travel on the ocean? What do you need in order to go into space?
Do you know about famous navigators? When did Columbus come to America?
Who was Ferdinand Magellan? Who Henry the Black?
How far would you like to travel into space?
Has any Colombian traveled into space? (When?)
When did humans go into space for the first time?
Who was the first human to orbit the planet? When? Who was Yuri Gagarin?
When did humans first send a vehicle into space?
When did humans go to the Moon for the first time? For the last time?
What planets and comets have been visited by human hardware?
In your opinion, which date is more significant for humanity, October 12, 1492, or, April 12, 1961?
VOCABULARY: Students in small groups match the words with their definitions.
1. craft ____ verb used to describe the action of erosion
2. east ____ noun or verb related to the propulsion or thrust of a projectile or vehicle
3. erode ____ opposite of west
4. launch ____ not deep
5. last ____ person or object prepared for combat
6. fighter ____ verb related to the concept of duration; adjective opposite to first
7. shallow ____ vehicle (noun); design, invent (verb)
Students can reinforce this exercise at link 1 below: http://www.quia.com/jg/1330221.html
PRONUNCIATION: Contrast pronunciation (with free dictionary) between launch and lunch. You can do this with the help of link 2 below: www.thefreedictionary.com.
READING AND ORAL INTERACTION:
Teacher projects reading passage on the screen, or distributes paper copies of it.
a) Teacher asks one student to read the first paragraph, and prompts the entire class to help fill the blank spaces with the corresponding words. Once the short paragraph has been properly completed and understood, the student is asked to either repeat it verbatim or paraphrase it. After this, the teacher moves on to the next student and paragraph.
b) Teacher asks students whether or not any of the grammar structures mentioned in the beginning are used in the text. Teacher invites students to change some of the sentences in the passage, by using some of these grammar structures. For example: Yuri was flying his MIG-15 when he had an accident.
c) Teacher asks students to pin point phrasal verbs (grow up) and idioms or expressions (be born, far side, fighter plane) occurring in the passage.
READING COMPREHENSION: Yuri Gagarin
Fill in the blanks using the words below: Russia, minutes, space, crashed, carpenter, cosmonaut, eroded, Earth, Moon, spacecraft, 34, 1961, speed, first, altitude, Air Force
Colonel Yuri Alexeyevich Gagarin (March 9, 1934 - March 27, 1968) was a Soviet _________________ and the first human in __________________. He was born in a small town west of Moscow, ________________, and grew up on a collective farm. His father was a __________________.
Yuri joined the Soviet _________________ and became a fighter pilot and an officer. He was chosen to be in the _________________ group of Soviet cosmonauts.
Gagarin piloted the Vostok 1 (Vostok means East in Russian) mission, which launched April 12, _______________, from the Baikonur Cosmodrome. His flight lasted 108 ________________ and orbited the _______________ one time. The capsule traveled at an _________________ of 112 to 203 miles (180-327 km) above Earth, at a ________________ of 27,400 km/hr. The flight was controlled from the ground. The ________________ was recovered later that day in the Saratov region of the Soviet Union.
Gagarin died at age ____________ when his MiG-15 plane _______________ in bad weather near Moscow. He had been training for a second space trip.
Gagarin Crater, a wide shallow, circular, and heavily ____________ crater on the far side of the ________________, was named for him. Gagarin had a wife, named Valentina Gagarin, and two daughters, Yelena and Galya.
POST READING:
Here are some post-reading activities that can be carried out according with the time available and with the students’ academic level.
1) Teacher draws a circle on the board (or screen) representing the Earth. Then elicits students’ responses to questions about its diameter, and distance to the Moon. Depending on the students’ academic level, the teacher also asks students to calculate the perimeter of the Earth (distance traveled by Gagarin), the craft’s speed, and to try to indicate, to scale, the trajectory of Gagarin’s orbit (specifying its altitude).
Does the Earth move from east to west, or viceversa? Why did the Russians name the mission Vostok?
2) Teacher re-focuses students’ attention on the grammar structures and vocabulary written on the board (or on the screen). Then asks them to spot and produce sentences with such structures in the answers or related questions in the following activities:
3) Yuri Gagarin Flight Video (link 3 below): http://youtube.com/watch?v=J2C1FkPz5vU
Yuri Gagarin - First Human into Outer Space(link 4 below): http://youtube.com/watch?v=TQ8bDiuqEC4
4) Teacher brings on screen the picture of the Moon and elicits students to describe the largest visible craters: Tycho, Copernicus, Plato, Grimaldi, Kepler. See link 5 below: http://www.oarval.org/MoonMapen.htm
5) Teacher mentions Greek, Italian, German names, and then wonders if there could be a crater with the name of a Colombian person. Teacher pulls out a $20,000 pesos bill and asks: Who is this guy on the Col$20.000 pesos bill? See link 6 below: http://encyclopedia.thefreedictionary.com/Julio%20Garavito%20Armero
6) Teacher asks these questions:
What date is more important to you, April 12, 1961, or, October 12, 1492? Why?
Would you vote to celebrate the first rather than the second?
7) A student reads and another draws:
a) Draw a picture corresponding to Gagarin’s crater as described in the reading passage
b) Draw a picture corresponding to Garavito’s crater as described next:
Garavito is a lunar crater that is located in the southern hemisphere on the Moon's far side. It lies to the north-northwest of the huge Poincaré walled-plain, and to the west of Chrétien crater.
This crater has a worn and eroded outer rim, particularly along the west and southern edges. Along the northern rim, the satellite crater 'Garavito Y' is intruding into the rim, and its outer flanks spread onto the interior floor of Garavito. A smaller crater 'Garavito D' is attached to the northeastern exterior. The interior floor is relatively featureless, with a few tiny craterlets and the faint remains of old impacts.
QUESTIONS AND HOMEWORK FOR EDUMATICS STUDENTS
Questions:
Identify explicit and implicit (subliminal) teachings in this workshop.
What are the critical thinking components in this workshop?
What are the learning styles addressed in this workshop?
Identify cooperative and active learning activities.
What technologies are used in this workshop?
Homework:
With your group partners, prepare and email an original workshop using links and multimedia, different learning styles and channels, stimulating critical thinking, active learning tasks, autonomous and cooperative learning techniques.
H/W: Due on Sept.19th at 9 P.M.
1) With your group partners, produce original workshop using links and multimedia, different learning channels and styles, stimulating critical thinking, active learning tasks, autonomous and cooperative learning techniques. Send it to jaimelondono@gmail.com
2) Upload workshop on quia
3) Upload a corresponding quiz on quia
4) Send Email presentation to teacher including name, profession working place and position, reason for specialization, and interests.
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