Demonstrative lesson "Going to the cinema" 8 grade

Long-term plan unit:
Unit 3 Entertainment and media

School:

Date:

Teacher name:

CLASS: 8

Number present:

absent: 0

Lesson title:

Going to the cinema

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

8.2.2.1 understand with little or no support most specific information in extended talk on a wide range of general and curricular topics

8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics

8.4.2.1 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts;

Lesson objectives

All the leaners will be able to:

• match different types of media to their definitions

• predict the theme of the lesson

• say at least 5-6 simple sentences

• read and understand the text

Most learners will be able to:

• listen and identify most specific information without support

• answer the simple questions according to the theme

Some learners will be able to:

• give their opinion about advantages and disadvantages about TV ,discuss and solve problems

Assessment criteria

• identify the main ideas in extended talk with little or no support

• express thoughts about the given topic in the conversations

• realize particular facts and parts in reading passage

Level of thinking skills

Understanding, application, higher order thinking skills

Values links

Kazakh patriotism and civil responsibility, respect, cooperation, transparency “ Mangilik Yel”

Cross-curricular links

Art

Plan

Planned timings

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

Resources

Start

3 min

4 min

1. Organization moment

2. T: Greeting . Procedural question.

3. T: Dividing learners into four groups

according to birthday season.

WINTER SPRING SUMMER AUTUMN

Brainstorming.Critical thinking.

Teacher on the screen presents the list of words for predicting the theme of the lesson.Teacher monitors

1.Asanali Ashimov a. Pirates of Caribean

2.Johnny Depp b. The Silence of the lambs

3.Anthony Hopkins c. End of Ataman

4.Jackie Chan d. Seventeen moments of spring

5.В.Tihonov e. Mr. and Mrs. Smith

6. Angelina Jolie f. Rush Hour

Collaborative learning.

Teacher monitors by Eavesdropping

Probing questions. Prediction.

• How often do you go to movies?

• If a book has been made into a movie, which do you prefer to do first, see the movie or read the book? Why?

• Are there any kinds of movies you dislike?

• If so, what kinds?

• Why do you dislike them?

Pictures

PPT

Slide 1

Pictures

Middle

2 min

4 min

5 min

6 min

8 min

5 min

Pre-listening .Vocabulary. Collaborative work.

Assessment criteria:

• identify specific facts and details in extended talk

Differentiation: less able learners circle the correct answers, more able learners complete the gaps with the missing word.

While – listening.

Using e-learning and new technology. Active learning

Missing words: a film, on, in 3D, games, action film, seen, good, again, romantic, horror, vampires, time, two, go, meet, later

Post – listening Responding to learner’s need

Playing the game:”Whispering”

Each group learners stand in one line. The last student whisper one word to the next student. The first student must write correct word.

Speaking. Divergent question. Learning conversation

Teacher monitors by Eavesdropping

Assessment criteria:

• express thoughts about the given topic in the conversations

Differentiation: less able learners say at least 5-6 simple sentences, more able learners answer the simple questions according to the theme.

More able learners interview each other and find out if he/she is able to live 2 weeks without the Media.

Results:

Most A – You can do perfectly well without the Media. Most B – You like it, but your Media habits are still healthy.

Most C – You could live 2 weeks without the Media but at great cost. Most D – You cannot imagine living in a world without the Media.

Reading. Pre – reading. Active learning. Scanning. “Mingling”

Assessment criteria:

• realize particular facts and parts in reading passage

• give their opinion about advantages and disadvantages about TV

Differentiation: less able learners give definitions of new words, more able learners discuss about advantages and disadvantages about TV.

Take the sheet of paper and find the definition of a word by mingling

While – reading. Collaborative learning.Cohesion.

Are You For Or Against TV?

Whether we realise it or not, TV plays a very important part in our life.

It’s the main source of information and a cheap form of entertainment for millions of people.

It’s the window into the world which gives us an opportunity to “travel” all over the world, to “meet” different people and learn about their customs and traditions.

It has the power to educate and broaden our minds.

Besides it helps us to relax after a hard day’s work and escape from reality.

There’s always a great variety of programmes on TV: news and sports programmes, talk shows and TV games, documentary and feature films, reality shows, concerts and etc.

Of course, not all programmes are good. But many are made in good taste and with great professional skills.

Some people argue that television is a terrible waste of time. It makes us lazier. We stay at home instead of going out. We read less. We even talk less.

Violence on TV is another ptoblem that worries people. As George Mikes once said, TV teaches us “how to kill, to rob, to shoot and to poison”. But the same can be said about computer games and many films. And if you don’t like a certain programme, why watch it?

escape an opportunity source feature

cheap to educate waste professional

violence part

Post-reading/Speaking. Collaborative learning. Eavesdropping.

Assessment: Method “Shapes” I’ll evaluate learners by different shapes. I’ll give one shape each completed task. Then the end of the lesson we count shapes and estimate of the quantity.

PPT

Handout 1

http://learn

englishteens.

britishcouncil.

org/skills/

listening

Handout 2

Handout 3

Handout 4

Shapes

3 min

Feedback “Here I am!”

The teacher puts three pictures on the walls around the classroom:

the top of the mountain (success), the deserted island (frustration), the cross-roads (hesitation)

T he learners write their names on the sticky papers and place their stickers on the appropriate picture, expressing spiritual, emotional state.

All the clear for me

I have some questions ……

.

I want to know………….

Pictures

Stickers

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?

Health and safety check

Differentiation can be achieved through the ability of students

(low ability students say less 5-6 sentences high ability students give their own opinions)

By tasks;(in written form,orally);

By teacher supports (TML teacher gives example to understand the meanings of the words. Also she uses the gestures;

Method “Shapes” I’ll evaluate learners by different shapes. I’ll give one shape each completed task. Then the end of the lesson we count shapes and estimate of the quantity.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

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?