Children and watching TV

Unit: Entertainment and Media

School: ЖББОМ №34

Date: 08/02/18

Teacher’sname: Aubakir Gulim Erlankyzy

Grade 7 “a”

Number present:

absent:

Theme of the lesson:

Children and watching TV

Learning objectives(s) that this lesson is contributing to

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

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

7.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts.

Lesson objectives

All learners will be able to:

• understand with limited support the main points of the text on watching TV;

• give an opinion at sentence level on the topic of watching TV with peers or teacher’s support;

Most learners will be able to:

• understand with some support the main points and some of the details of the text on watching TV;

• give an opinion at sentence level on the topic of watching TV with little or no teacher’s support;

Some learners will be able to:

• understand the main points and all the details of the text on watching TV;

• give an opinion at sentence level on the topic of watching TV with no teacher’s support;

Languageobjective

Use subject specific vocabulary: types of TV programs, new words from the text.

Value links

Cooperation, Academic honesty and transparency, Respect for yourself and others, Transparency

Crosscurricular links

Languages and Art as topic of Television is mainly discussed on these lessons.

Previous learning

Learners have studied the topic of Communication and Technology in the Term 1, so they know the types of the programs and some of TV vocabulary.

Useof ICT

Projector or Active board for showing a presentation

Intercultural awareness

Learners compare the information they learnt about other countries with the situation in Kazakhstan.

Kazakh culture

The importance of TV for Kazakhstan families.

Pastoral Care

Assure the needs of all learners are met.

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned timings

Planned activities

Resources

Min. 3-5

Min. 12

Min.

15

Min. 5

Min. 3

Min. 2

Warming-up: A snowball game (W)

• Learnerssay one word one by one revising the vocabulary they learnt last lesson: quiz show, news program, disgusting etc.; the game continues until learners cannot produce more words, every student should say a new word and repeat the previous words.

• Teacher presents the lesson objectives:

Today you will:

• Do the test and find out how TV-addicted you are;

• Read about TV addiction;

• Do comprehension tasks on reading;

• Learn new vocabulary on the topic;

Speaking in pairs: “Are you a telly addict?” (P) f

Before handing out the worksheets with tests, teacher should check understanding of the words: a telly, to be on, remote control and other words related to the topic of watching TV as well as their understanding of the problem. Teacher may ask questions what TV addiction is and why people should care about it.

Learnersreceive the cards and ask each other the questions, a teacher should encourage them to give details, not just say ‘yes\no’.

Assessment criteriafor speaking task:

• Grammar accuracy (no more than 3-4 mistakes);

• Full answer;

• Correct pronunciation;

After answering the questions learners can check their results from the slide:

• 1-2 ticks:You don’t have a problem with TV. You probably do more interesting things in your free time and prefer reading to watching TV.

• 3-4 ticks:You like watching TV, but it doesn’t control your life. You probably only watch the programmes you really like and turn off the TV when they finish.

• 5-6 ticks:You probably watch too much television. Why don’t you go for a walk instead – when your favourite programme isn’t on, of course!

• 7-8 ticks:You are totally addicted to TV! You probably love your TV more than your friends!

Learners may discuss their results in open class or in small groups saying whether they agree with the result or not, they may also give advice to those learners who are addicted to the TV.

Reading: Get rid of your TV! (I) f

• Learners are given the worksheets with texts and tasks. While reading the first time learners do True\False task. More able learners are given harder questions, less able – easier ones.

• After reading the second time learners focus their attention on the facts and figures. More able learners have just figures; they need to complete the information, less able have variants; they need to match facts and figures. Answers are on the slide for both worksheets.

• Answers:

Task 1.

• 1. F

• 2. F

• 3. T

• 4. F

• 5. T

Task 2.

Post-reading: Situation in Kazakhstan (W)

After reading the text learners know some figures about other English-speaking countries, teacher may ask questions about Kazakhstan:

• Is this situation ever true for Kazakhstan?

• Do children in Kazakhstan suffer from TV-addiction?

• …

Reflection:

Learners are given sticky papers to write their opinion on the lesson, they should write WOW

W – what they watch;

O – how often;

W –why they like it;

Homework:

Teacher prints out and hands out the worksheets with tasks (fillable task).

PPT slides 1, 2

PPT slide 3, 4

Appendix 1.

PPT slide 5

Appendix 2.

Appendix 3.

Appendix 4.

Appendix 5.

PPT slide 6

Appendix 6.

End

1min

Feedback: Teacher asks learners what task was difficult to them and which pair worked well.

Additionalinformation

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?

Critical thinking

• Provide less able learners while they have pair discussion.

• While reading, more able learners will be given True\False and matching task with no variants; less able – easier True\False task and matching task with variants.

• Speaking is assessed while observing pair discussion, common mistakes could be highlighted after the activity;

• Reading is assessed according to the marking scheme:

Task 1 – 4 out of 5 must be correct;

Task 2 – 4 out of 5 must be correct;

• Home work will be assessed next lesson in pairs;

Learners work in groups or pairs, apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson features reflect values as suggested in the Trilingual Implementation Strategy, and correlate with the aims of critical and creative thinking, and effective communication set out in the Subject Programme for G7 English.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:learners like the idea of turning the TV off;

2:learners achieved lesson objectives;

What two things would have improved the lesson (consider both teaching and learning)?

1: more vocabulary activities;

2: relevant statistics about TV-addiction in Kazakhstan;

What have I learned from the lesson about this class or individuals that will inform my next lesson?

Learners need more time for speaking practice.