Movie /Films

School

K. Amanzholov

Grade:

8

Teacher’s name:

Hairullina Zulfiya Nurbolatovna

Theme of the lesson:

Movie

Learning objectives(s) that this lesson is contributing to

8.1.8.1 dеvеlоp intercultural awareness through reading and discussion

8.4.3.1 undеrstand the detail of an argument on a range of familiar general and curricular topics, including some extended texts

8.5.5.1 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics

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

Lesson objectives

To undеrstand the detail an argument, to dеvelop coherent arguments, to undеrstand specific information in extended talk, to incrеase knowledge about movie

to еxprеss the main idеa of the topic, to apply phrasеs related to movie, to аnаlyzе the text answering the questions and classify the main information;

Planned timings

Planned activities

(replace the notes below with your planned activities)

Pupils work

Resources

Start

2 min

3 min

Greeting

• Good day friends!

Active learning

(W, I) Brainstorming

Teacher ask referential questions to learners bearing on the theme

1. What do you think about these pictures?

2. Do you like popcorn?

3. When do you eat it?

4. When do you buy tickets?

5. Where do you see movie tape?

Descriptor

• identify title of the lesson

• answer the questions

(W)“Heart to heart”

Before start our lesson let’s create positive atmosphere. You should be friendly. Make a circle and say compliments to your neighbour comparing with famous actors or actress. For example: You look like

brilliant as Julia Roberts. Your smile looks like Jeki Chan. Your eyes look like Brad Pitt

Great teacher

Fiand the name of lesson according to pictures;

Answer the questions;

Say compliments to your neighbour comparing with famous actors or actress;

TPR

Pictures

Middle

2 min

5 min

8 min

3 min

3 min

7 min

5 min

2 min

Cоllоbarative learning - is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product

Learning environment - “Cabaret style”

Teacher divides learners into two groups by different cards

Movie tape – 1 group Ticket – 2 group

The 1^st group – “Galaktika”

The 2^nd group – “Promenade”

(W,P,I,f) Pre – reading

Find defination of movie genres

1. The type of movie is the movie _______

2. A movie that makes you laugh is a ______

3. A movie that makes you scream is a _______

A movie that is exciting with lots of guns and explosions is an _________________ movie.

4. Movies about the future or space are known as ______ films

5. And a movie about real life is a _________

6. An _____ film has cartoon characters

Descriptor:

• define genres of movie

F.A. by sounds of applause

(G,P,f) While - reading

Differentiation by tasks and resources

(according to their level of knowledge and abilities)

“Movie review”

Read these four reviews of different movies

Chоose from the box the kind of movie being reviewed. There is one extra kind of movie you do not need to use.

Underline two words or phrases in each review which helped you make your decision

1 group “Galaktika”

I. Оnce again, Bob Granger shows in his latest movie why audiences find him so amusing. Playing his usual character, the lovable loser Benny, Granger makes fun of doctors and hospitals in a hilarious movie.A real hit! ____________

II. The movie proves that you can’t make a great film just by giving a director a lot money. The special effects and costumes are wonderful, but the story is about as frightening as a rabbit. Ghosts and graveyards may scare small children, but most of us will yawn through this one. At least it saved us from her terrible acting. ____________

2 group “Promenade”

III. Director Mary Howard, best known for her exciting chases and explosions, tries a new style in this complicated story of two people in New York whose lives are changed when they are both arrested. The movie is full of suspense as they are passed from the police to the FBI and the CIA. ____________

IV. You’d better bring your tissues if you’re going to see the latest from Sam Goldberg. From the very beginning he plays with your emotions. Based on a true story, the film follows the heroine.Goldberg lets us into their hearts as if we had known them all our lives. ________________

Keys: 1. Comedy 2. Horror

3. Thriller 4. romance

Descriptor:

• define genres of movie

• find the topical vocabulary

• underline two words or phrases

F.A. Assess by raising white and balck movie tapes

“+” white movie –tape, “-“ black movie-tape

(W) Pre-speaking

“Inner or Outer circle” Activity

Learners stand in an inner and outer circle and speak about favourite movie. Every learner has 30 seconds to speak

Descriptor:

• talk about favourite movie

• express their opinions

F.A. “Quick nod”

You ask students if they understand nod yes or no.

Task for more or most able learners.

Tell about a movie you watched either at home or in a cinema

1. What movie was it?

2. What was it about?

3. Did you enjoy it?

4. Why did you remember this movie?

Descriptor:

• identify favorite movie

(G, P) Post - speaking

Differentiation by support of a friend

(A varying amount of support can be offer students in a variety of ways)

“Galaktika” group makes up a poster about importance and benefits of movie with strategy “Fishbone diagram”

“Fishbone diagram” is structured brainstorming tool using catagories

to explore root causes for an undesirable effect.

Learners Teachers Activities

A good movie at cinema

Movie facilites Good-bad Other

Descriptor

• make up a poster

• complete fishbone diagram

• guess what’s the problem

• give solution tried and results

“Promenade ” group makes up a poster about movie problems and effect to children and teenagers using strategy “Creative Matrix”

“Creative Matrix” activity encourages pupils to think creatively about a series of (hypothetical) scenarios, options, ideas and events. It stimulates thinking and problem-solving skills and may allow pupils to see issues from fresh perspectives. Pupils work in groups to explore alternatives and to build constructively and creatively on the ideas of others.

1. Pupils are presented with a matrix of possible scenarios based on a particular issue:

Problem:

alcohol/

smoking

Pollution

violence

What?

drug abuse

People by

OAP’s

parents

Teens

Families

whom?

Place

at work

at school

On holiday

At home

where?

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