7.3B Entertainment and Media (Language with content).

The theme of the lesson:

Reading and talking about film genres

School:Donda Senbin

Date: 16.03.2018

Teacher’sname: Myrzakulova Ddnd

Grade 7

Number present:10

absent:0

Theme of the lesson

Film genres

Learning objectives(s) that this lesson is contributing to

7.C8Develop intercultural awareness through watching video;

7.S7 Use appropriate subject-specific vocabulary and syntax to talk about film genres

7.R2Understand independently specific information and detail in short, simple texts

Lesson objectives

All learners will be able to:

• Understand the main idea of video and guess the topic of the lesson;

• Match the film genres with their definitions with teacher’s support;

• Complete the examples of film genres;

• Read and understand the main points of the text while reading;

Most learners will be able to:

• Set lesson objectives with teacher;

• Match the film genres with their definitions with limited support;

• Come up with the examples of film genres with teacher’s support;

Some learners will be able to:

• Match the film genres with their definitions with no support;

• Understand the specific details of the text and critically analyze it;

• Come up with the examples of film genres using the correct structure;

• Assist less able learners during class/group/pair discussions.

Languageobjective

Film genres

Value links

Lifelong learning, cooperation, respect to different opinions, transparency in evaluation

Crosscurricular links

Art, ICT

Useof ICT

• Projector or Smart board for showing a presentation

• Laptops and internet during a group activity

Intercultural awareness

Accept diversity of other cultures through film genres

Kazakh culture

Film genres in Kazakh culture

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

5 min

3 min

10 min

7 min

10 min

5 min

Lead-in: W

Teacher greets learners and sets environmentally-friendly atmosphere within the classroom.

Tell the learners they are going to watch a video. Their task is to try to catch the idea of the video and guess the topic of the lesson.

Then teacher asks learners what they are going to learn today and let them guess the topic of the lesson. Learners will say that they will learn different film genres. Having guessed the topic of the lesson together, teacher and learners set the lesson objectives.T shows students

The picture of film genres

Teacher asks what is genre in general

Brainstorming questions. Mind map.

Teacher asks learners:

• What is the film genre?

• What film genres do you know?

• What film genre is liked by most people?

• What are your favourite film genres?

• Are film genres of Kazakh culture similar to others’?

T devide the group into two then give pictures where ss should find their definition ( matching)

Vocabulary: Matching with definitions

T shows the photos of film genres

Differentiation

Teacher knows the language competency level of each learner.

Accordingly teacher pairs the learners so that more able learner and less able learner work in a pair.

Teacher handles the printed worksheets out to pairs.

Learners match the movie genres with their definitions.

Teacher sets the time limit:

You have 5 minutes to complete the task.

Teacher discusses the answers together with the class.

T continue the lesson connecting with grammar linking verbs/being verbs(present simple)

Writessome examples on the board

Reading activity

T gives jumbled sentences .

1.taskSs should find the right sequences of the text then read it.

2.task Ss find linking verbs

3.task Ss work individualy (test plickers)

Assessment criteria: if the learners complete successfully 80% of the reading task, he\she gets “Achieved”. If the learner can complete less than 80% of the task, he \she gets “Working towards”

Develop intercultural awareness through reading

Descriptor -read and understand the culture of other

people

-find linking words

- check themselves

Talking activity

Make a dialogue

T gives different situations for pairs .ss will make a dialogue using subject-specific vocabulary

1situation

2 situation

3 situation

4 situation

5 situation

Assessment criteria

Develop their speaking skills

Descriptor -make a dialogue

-work in pair presenting the situation

Feedback

Teacher summarizes the whole lesson and gives feedback on the mistakes that learners had and comments on the learners’ achievements.

Teacher evaluates each learner individually.

Reflection

Learners use the stickers of different colours to express their impressions on the lesson and stick them to the board.

Home task

Learners should complete the exercises on the given worksheet to revise the lesson.

Video 1 slide 2

PowerPoint presentation slides 3

Slide 4

Slide 5

PowerPoint presentation slide6

Slide 7

Slides 8-20

Appendix 1:

Vocabulary worksheet

Video 2

Slide 21

Slide 22

Stickers of different colours

Home task: Vocabulary worksheet

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?

• Differentiation will be implemented through presenting a differentiated supportin group activity

More able learners come up with their own examples using critical thinking skills.

Less able learners complete the sentences using the film genres given in the box.

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

• Open class assessment.

Teacher discusses

the answers together

with the class.

• Observe learners when presenting their group projects. Did the group dynamics work? Did each learner contribute to the presentation? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other)

• Monitor learners to check they can pick up specific details when reading the text.

Critical thinking

• Brainstorming questions are asked and Mind mapis drawn on the board to make learners think critically and make analysis.

• Searching for information to give examples for each film genre.

• Asking and answering higher order questions.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Summary evaluation

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

1:Group activity

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

1: Timing

2:Differentiation

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

Most of my learners love group work and self-study.

Movie Genres

Definition

1. Action

2. Adventure

3.

Comedy

4.

Drama

5.

Crime

6.

Horror

7.

Fantasy

8.

Romance

9. Thriller

10. Animation

11. Family

12. War

A

intended to provoke fear in audience

B

intended to be ttractive for people of all ages and suitable for viewing by a

young audience. Examples of this are Disney films

C

battlefields and locations pertaining to a time of armed conflict

D

mainly focuses on character development

E

involving danger, risk, and/or chance, often with a high degree of fantasy.

F

intended to provoke excitement and/or nervous tension into audience

G

illusion of motion by consecutive display of static images which have been

created by hand or on a computer

H

generally involves a moral interplay between "good" and "bad" played out

through violence or physical force

J

dwelling on the elements of romantic love

K

intended to provoke laughter

L

places its character within realm of criminal activity

M

speculative fiction outside reality (i.e. myth, legend)

Unit

Entertainment and Media

Learning Objectives

7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics.

Level of thinking skills

Comprehension

Application

Analysis

Assessment criteria

• 9 out of 12 answers should be correct

The new Star Wars movie will not open in cinemas (1) ____ December, but it is already attracting (2) ____ interest online. Pre-sales tickets for 'Star Wars: The Force Awakens' went on sale yesterday and (3) ____ all ticket records. In the USA, the nation's largest online ticket seller, Fandango, said it had so many visitors that its site (4) ____. It had to apologise to people who could not visit the site. A Fandango spokesperson said: "For Star Wars, we have already sold eight times as many tickets as we did on the first day of sales for the previous record (5) ____." He added: "The enthusiasm for this year's most anticipated movie is out of this world and we expect it to continue all the way to its (6) ____ on December 18."

'The Force Awakens' is the seventh movie to (7) ____ released in the Star Wars franchise. Disney released the film's latest trailer on Monday night and it soon went (8) ____ worldwide. Many top international news stations covered the story in their (9) ____ time news bulletins. The trailer currently has 13 million views on YouTube and this number is likely to get a lot bigger. Box office analyst Phil Contrino said the movie could also break (10) ____ office records when it opens. It is possible it will be the highest earning movie (11) ____ made. MrContrino said: "The Force Awakens will hit $1 billion without blinking. If it's really good, it could cross $2 billion." Star Wars fans will be happy to know that plans are already in (12) ____ for Star Wars VIII and IX.

Put the correct words from the table below in the above article.

Descriptor

A learner

• Prepares role play using the structure and the appropriate subject-specific vocabulary.

• Presents therole play dealing with the situation.

Unit

Entertainment and Media

Learning Objectives

7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics.

Level of thinking skills

Comprehension

Application

Analysis

Assessment criteria

• 8 out of 10 answers should be correct.

Task: Answer the questions according to the text.

DO YOU LIKE MOVIES?

Hi! My name is Marco. Do you like movies? I do. I like movies very much. Everyone in my family likes movies too.

My family watches movies in different ways. Sometimes we go to the cinema to watch movies. Sometimes we watch movies at home. When we watch movies at home, we see then on DVDs. We also watch movies from the Internet.

My favorite movies are action movies. I like exciting things and action movies are exciting. My sister likes to watch movies also. She does not like the same kind of movies that I like. She likes movies that are funny. My father likes to watch movies about real things and real people. These kinds of movies are called documentaries. My mother is different from all of us. She likes all kinds of movies.

Last week we watched an old movie. It was called “The Sound of Music.” It was about a family living in Austria. They were very good singers. In the movie, the mother died. The father and the children needed a new mother. The family was also in some danger. At the end of the movie the family was safe and they got a new mother. I liked the movie because it had a happy ending.

What does Marco like?

1. movies

2. Austria

3. singers

Marco's family only watches movies in the cinema.

1. True

2. False

Everyone in Marco's family likes movies.

1. True

2. False

Marco's family saw "The Sound of Music" last year.

1. True

2. False

"The Sound of Music" is the name of a movie.

1. True

2. False

Marco liked "The Sound of Music".

1. True

2. False

Who watched "The Sound of Music"?

1. Only Marco

2. Marco's family

3. A family in Austria

What does the word singers mean?

1. people who make music

2. people who like music

3. people who are in dangerous

The word funny is ...

1. something good

2. something bad

3. something big

Who is She?

1. Marco

2. Marco's sister

3. Marco's mother

Descriptor

A learner

• Prepares role play using the structure and the appropriate subject-specific vocabulary.

• Presents therole play dealing with the situation.