Unit:

Entertainment and media

Teacher name:

Monastyryova O.S

Date:

07.02.2025 – 7 G, 11.02.2025 – 7 A, V

Grade: 7- A, V, G

Number present:

Number absent:

Theme of the lesson:

CLIL. Art Perspective

Learning objectives

7.1.6.1- organize and present information clearly to others;

7.4.3.1- understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts;

7.4.5.1- deduce meaning from context in short texts on a growing range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• read about the technique of perspective in art.

• learn new words on the theme.

Most learners will be able to:

• listen to an art teacher talking to a class.

• do the comprehensive tasks according to the content of the text

Some learners will be able to:

• Identify the main idea of the text, identify the main parts of the text;

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Beginning of the lesson

3 min

Warm-up

3- 9 min

Introduction the material

9 - 16 min

Main part

16 -22 min

22- 32 min

32- 40 min

Class organisation

Learning and lesson objectives are introduced.

Organization moment :

1.Greeting.

• Ask about the date and weather.

• The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

• After greeting the teacher distinguish all the students into three groups using Uno cards.

Warming up

a) • Books closed. Write the following questions on the board:

Do you enjoy looking at paintings? Do you like drawing? Which museums have you been to?

• Put students into pairs to ask and answer the questions.

b) • Ask students What words do you associate with “Art”?

• Encourage students to create a mind-map on the theme “Art”.

• Students from each group demonstrate their mind-maps.

1) ex. 1, 2 p. 70 (s/b)

Lead-in

a) Ask students to open their books at page 70.

• Students discuss the question in groups.

b) Ask students to read or listen to the information to check their ideas.

2) Pre-teaching

Teacher introduces the new vocabulary on the theme.

flat – плоский

three-dimensional – трехмерный

volume – объем

depth – глубина

representation – изображение

canvas – холст

foreshortening – ракурс

line of sight – поле зрения

converge – сходиться в одной точке

vanishing point – точка схода, точка исчезновения

middle ground – золотая середина

3) ex. 3 p. 70 (s/b)

• Play the recording.

• Give students time to read the questions and the text.

• Ask students to work in groups to answer the questions.

• Check answers

4) ex. 4, p. 70 (s/b)

• Explain the task.

• Play the recording. Students listen and write down which of the words and phrases are mentioned.

• Check answers.

Great each other

Answer the questions

Divide into 3 groups

a) Students answer the questions.

Suggested answers:

I enjoy looking at paintings, because … .

I like drawing because … .

I have been to the museum of art in my city.

b) Students make a mind-map on the theme “Art”.

Suggested answers:

Art:

Painting, gallery, exhibition, artists, draw, paint, sculpture, graffiti, Picasso, Mona Lisa, architecture, theatre, creation, creative

Students discuss and answer the questions in group;

Suggested answers:

1. At the 1^st photo the colours are pale and grey. The images are blurred. The faces are not clear.

2. At the 2^nd photo the painting look three-dimensional. The colours are bright, the faces are clear.

Students write the new words into their vocabularies.

• Students listen and read the text, answer the questions in groups.

Answers

1 In the 13th century.

2 They were flat/two-dimensional.

3 To create a representation of 3D objects on a 2D surface.

4 The artist reduces the size of objects in a picture as they follow the viewer’s line of sight into the distance.

5 They become too small to see.

Students listen to the conversation and mark which of the following words or phrases do they mention.

Answers:

• lines of sight

• middle ground

• vanishing point

• background

• three dimensional

• foreshortening

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- answer the questions;

- make a mind-map;

Total: 2 points

Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.

Formative

To evaluate the Ss answer T uses “The Praise” method.

“Well done!” “Very Good” “You are right”

Descriptor:

- look at the photo;

- discuss;

- answer the question.

- read/listen to the text;

- check the ideas.

Total: 1 point

Formative

To evaluate the Ss answer T uses “The Praise” method.

“Well done!” “Very Good” “You are right”

Descriptor:

- listen and read the text;

- answer the questions in groups.

Total: 2 points

Formative

Feedback: “Hamburger”

You are excellent! You can find all the words correctly. Please, be more attentive when you work on pronunciation!

Descriptor:

- listen to the conversation;

- mark the mentioned words or phrases.

Total: 2 points

Whiteboard

Presentation

Student’s Book “Eyes Open”

Presentation

Audio CD

Presentation

Student’s Book “Eyes Open”

Presentation

Handout 1

Audio CD

Student’s Book “Eyes Open”

Presentation

Audio CD

Handout 2

End of the lesson.

Reflection

Individual work:

5 min.

Teacher asks students complete the reflective sheets

Plenary (I): Teacher nominates a student to sum up what has been learned in today’s lesson.

Homework: ex. 3, 5, p. 52 (w/b)

Ss write the opinions about the lesson.

Self-assessment

Reflective sheets

Handout 3