Soap operas

Long-term plan unit: Unit 3. Entertainment and Media

School: М.Tokzhigitov

Date: 13.11.2018

Teacher name: A.Kospaeva

CLASS:8

Number present:

Absent:0

Theme of the lesson:

Festivals around the world

Learning objectives(s) that this lesson is contributing to

8.1.8.1 develop intercultural awareness through reading and discussion

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

8.4.5.1 deduce meaning from context in short texts and some extended texts on a growing range of familiar general and curricular topics

8.4.8.1 use familiar and some unfamiliar paper and digital reference resources to check meaning and extend understanding

Assessment criteria

Learners have met 8.4.2.1 learning objective if they can identify specific information correctly.

Learners have met 8.4.5.1 learning objective if they can deduce the meaning from the context and match words with their definitions.

Learners have met 8.4.8.1 if they can use paper and online dictionaries to check the meaning of unknown words.

Value links

Respect

Global Citizenship

Cross curricular links

Art, languages

ICT skills

Using Interactive White Board

Previous learning

Entertainment and Media vocabulary.

PLAN

Planned timings

Planned activities

Resources

Beginning

15 min

Middle

10 min

15 min

(W, P) Warm up:

Revise vocabulary from the previous lessons.

Ask students the following questions: What is a soap opera? Do you prefer watching it? Do your family members watch soap operas? If yes, which soap operas do they watch?

Elicit examples of soap operas and write them on the board. Show pictures of popular soap operas and ask students if they or their family members have ever watched any of them.

(W, P, I) Reading

Students read the text for the first time and match words and their definitions. If students are struggling to understand the meaning of the word, allow students to use paper and online dictionaries.

Differentiation

Some students can match the word and its translation.

Formative assessment

Students work individually and answer True/False questions. They can swap worksheets and check the answers of their classmates. During discussion, ask students to explain if the answer is False.

Students read the text again and answer the questions using their own words.

Students discuss the answers in groups of three.

Power Point presentation

http://onestopenglish.com

Handout 1

Handout 2

End

5. min

Reflection

Use traffic light template to receive reflection from the lesson.

Handout 3

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 students’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

Differentiation by support

Differentiation by task

Teacher monitors and fills in the Formative assessment form.

Students bring their learning experience from any other subject especially Art and languages.

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?