LESSON: Unit 3 Virtual reality. Expressing and justifying opinion about fantasy books and films (essay)

School: # 38

Date: 29.10.2021

Teacher name: A.S. Umbetova

CLASS: 10 G

Number present: 12

absent:

Learning objectives(s) that this lesson is contributing to

• 10.1.7 - develop and sustain a consistent argument when speaking or writing;

• 10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

• 10.5.8 - communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics; respective on the world;

Lesson objectives

All learners will be able to:

• Revise the vocabulary on the given topic

• Produce the answers to the questions on the review

Most learners will be able to:

• Distinguish the meaning of the words from the given text

• Write an essay

Some learners will be able to:

• Use feedback to set personal learning objectives

Assessment criteria

 Informal Assessment

- identify the relevant opinion of the speaker in a talk

- use the following structure to create arguments: Statement, Explanation,  Example

-speak fluently and grammatically true  at the time of  explaining own point of view range of general topic

-   use new vocabulary while speaking

Formal Assessment

• to provide answer in full sentences following the simple sentence

 Speaking task (80% of correct answers)

Value links

Respect, Support, Trust, Academic honesty

Cross curricular links

Social Studies, History, Literature

ICT skills

Projector or Smart board, Power Point Presentation

Previous learning

Fantasy films and books

Plan

Planned timings

Planned activities

Resources

Beginning

2 min

10 min

10 min

Middle

10 min

10 min

Class organisation

Students watch the title of the lesson will try to answer the question:

Brainstorming exercise students have to find the titles of book and films. Then discuss in groups what do you like the most?

Descriptors:

- understand  the main idea of the video and discuss it;

-  demonstrate the ability to talk grammatically correct sentences based to the video

 Assessment criteria:

- explain  the main meaning of the video

- talk grammatically correct at the time of explaining the main meaning of the sentences

Learning and lesson objectives are introduced.

Talk about fantasy as a film and a book style. Ask students to make sentences using the words/phrases they know from the word cloud before asking them to make a note of words/phrases they don’t know. Give antonyms and synonyms. Try to make up sentences.

Add any more you think appropriate for the level. If any of them are new, write them up on the board and give students time to work and to familiarize themselves with the new words.

Talk about “What does ‘Fantasy’ mean?”

Activity 1 Match the adjectives

Ask students if they know what 'C U L8R' means. Give clues until you get 'See you later' written up on the board. Then ask students to look at the chart and see if they can write the text language in real English words. You could even get them to send real texts to each other, using the language studied.

Differentiation: More able students can have a discussion on how language is changing with SMS and e-mail and how flexible both languages are.

Activity 2 Speaking Activity (Pair work)

Which is your favorite type of film?

Introduction

Essay Writing Tips

• Introduction (general statement of the problem) 3 sentences

• You personal opinion (2 -3 reasons for your opinion) 6-7 sentences

• An opposing opinion (1-3 reasons for this opposing opinion) 6-7 sentences

Conclusion (restating your position) 2-3 sentences

Additional exercise

Game – show: Guess who?

PPT

Slide 1 - 3

PPT

Slide 4 – 5

Slide 9 – 14

Slide 15 – 21

Slide 22 – 24

Slide 25 – 38

End

3 min

Reflection

• Today at the lesson I …

• The most useful and interesting thing was …

• I was good / bad / active at …

Home work

To write an essay

“My favorite fantasy book” or

“My favorite fantasy film ”

PPT

Slides 40

Slides 39

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
ICT links

• Students will work in groups and support each other.

• More able students are challenged to create a situation to role play

• Monitor learners as they work in groups/pairs

Do they take turns to speak? Do they all contribute to a group work?

• Reading task (80% of correct answers)

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

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?