LESSON: Unit 6: Entertainment and Media:

Focusing on TV programmes and films

School: CSI «A.Alimzhanov secondary school»

Teacher name: Kaliyeva G.K.

CLASS: 7

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

7.L3 understand with some support most of the detail of an argument in extended talk on a limited range of general and curricular topics

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

7.S3 give an opinion at discourse level on a growing range of general and curricular topics

7.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

Lesson objectives

Language objectives

All learners will be able to:

• Recognise types of TV programmes and films;

• Make up a dialogue using types of TV programme with some support;

Understand questions in a variety of tenses.

Most learners will be able to:

• Understand most of the detail of an argument in extended talk

• Make up a dialogue using types of TV programme with minimum support.

• Ask and answer to the questions in different tenses.

Some learners will be able to:

• Understand most of the detail of an argument in extended talk without support

• Make up a dialogue using types of TV programme without support;

• to solve problems creatively in groups.

• can provide an opinion at a discourse level

Learners can:

• Make up a dialogue using types of TV programme

• Ask and answer to the questions in different tenses

• Recognise types of TV programmes and films

Subject-specific vocabulary and terminology:

a documentary, the news, a reality TV show,

a talk-show, quiz show, cartoon, police drama, comedy programme, sport programme, drama films,detective, fantasy.

Useful sets(s) and phrases for dialogue and writing:

What movies do you know that are filmed by famous books?

What types of TV programmes do you know?

Assessment criteria

Criteria based assessment, Formative assessment

Previous learning

Different activities based on the content of the books

Plan

Planned timings

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

Resources

Start (7 min)

Greeting

Psychological mood

Checking up homework

Teacher greets learners using

«I wish» strategy

Teacher invites learners to make a circle, learners one by one wish each other good wishes.

(W) Learners have to find more information about different activities, based on the content of the books. Teacher asks learners some questions E.g. «What books did you read? What do you know about audio books? What movies do you know that are filmed by famous books?

Middle

(20 min)

The opening theme of the lesson

«Brainstorming» strategy

Pre-listening

(D) Teacher introduces new vocabulary of the lesson on the active board.

(a documentary, the news, a reality TV show,

a talk-show, quiz show, cartoon,

police drama, comedy programme, sport programme, drama films, detective, fantasy)

(D) (W) Teacher presents a video about different types of the TV programmes and films.

Learners need to find the theme of the lesson.

(I) Teacher provides worksheets to learners; they have to match the words with the types of TV programmes and films.

Task 1. Match the words with the pictures

PPT

https://www.youtube.com/watch?v=VB63VnavjLg

Worksheets

Physical drill

End

(18 min)

Reflection

Descriptors: A learner

• matches pictures of TV programmes and films with the words.

Self-assessment «General learning scale»

Zero means that learners do not understand

One finger means that learners understand some,but have some questions.

Two finger means that learners understand and can do it themselves

Three finger means that learners understand and can help to classmates

«Exhibition of ideas» strategy

( P) Teacher sticks around the classroom QR codes. Each code means question. Learner uses the app in mobile phone, scans the code and write the questions. Then learner have to make up a dialogue with questions.

Task 2.

Make a dialogue by using following questions below.

Use of English questions in a Present and Past tenses

1. Do you like play football?

2. Do you usually watch TVprogrammes?

3. What types of TV programmes do you know?

4. What types of TV programmes was famous during the last five years?

5. What types of TV programmes would you like to invent? Why?

Descriptor: a learner

• makes a dialogue with 2 general questions

• makes a dialogue with 3 special questions

• makes a dialogue with 2 general and 3 special questions

Pair assessment PMI Plus,Minus,Interesting.

Learners tell each other about strengths and weaknesses for future improvement and about interesting ideas making up a dialogues.

Teacher shows a part of film «Harry Poter» ,that was filmed by famous book.

«The Best author»

(G) Teacher divides learners into 3 groups.

Invites learners to take pieces of pictures with genres of films ( fantasy, drama, comedy).

Gives learners instructions to write the script of the episode of film in free theme in the following genres.

Describe this picture and write short episode using fantasy, drama or comedy.

And then act out the episode.

Task 3. To write the script of the episode of film using genre and act out episode.

Descriptors:

A learner

• Write the script of the episode

• Act out episode of film.

Group assessment.

«2 stars and a wish»

For pair assessment, ask students to

give two stars and a wish.

Two stars = 2 things that are good

about the piece of work

A wish = something they can improve

to make it even better

The strategy «Sinquan»

Teacher asks to write a short poem in sinquan format and then read it to classmates.

Teacher gives learners assessment sheets and asks them to assess themselves in evaluation sheets

Final Self-assessment: Tick Yes or No

Mobile Phones, Enternet, posters, QR codes

https://www.youtube.com/watch?v=ZAf3U0J8Se8

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?

Cross-curricular links
Health and safety check
ICT links
Values links

By tasks.

• More support will be given to weaker learners by giving them a modified questions in some tasks with greater support (make up a dialogue)

Greater challenge will be provided through inclusion of different questions.

Criteria based assessment through questioning and the
redirecting of questioning in
feedback activities
through observation in group and
end performance activities

Formative assessment:

1. «General learning scale»

2. «2 stars and a wish»

3. «PMI» Plus, Minus, Interesting.

• Literature, History. Physical drill, PTT

Reflection

Were 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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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 individuals that will inform my next lesson?