Types of films

Unit of a long term plan: ''Comedy and drama''

School: "Baldauren’’ Republican Educational and Health Center

Date:

Teacher's name: Kambarova Gulzhan

CLASS: 9

Number present:

absent:

Lesson title

Types of films

Learning objectives(s) that this lesson is contributing to

(Subject programme)

9.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings;

9.2.5.1 - understand most specific information and detail of supported, extended talk on a range general and curricular topics;

9.3.5.1 - keep interaction going in longer exchanges on a range of general and curricular topics;

9.5.3.1- write with some support about personal feelings and opinions on a limited range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

- define types of films,

- make up sentences using prompts

Most learners will be able to:

- match the sentences with the meanings;

- give characteristics of the films using active vocabulary

Some learners will be able to:

-explain meanings of the given words

-agree or disagree with other students’ opinions and explain their thoughts

Assessment criteria

• Demonstrate the knowledge on the given topic;

• Find necessary facts and details while listening with or without support;

• Speak on the topic using active vocabulary;

• Express your point of view on the topic with or without support in written form.

Level of thinking skills

Understanding, Knowledge, Application, Analysis, E-learning

Effective teaching and learning

Differentiation, learning conversations, collaborative learning, Modeling

Values links

Respect, responsibility, cooperation, openness

Cross-curricular links

Self – knowledge

Plan

Planned timings

Planned activities

Resources

Start

5 min

• Organizational moment. Procedural questions

Lesson hook.

Students listen to audio and define the theme of the lesson;

(D) by teacher's support TML

Using probing questions the teacher elicits the students to give answers.

Introducing criteria on assessment

Teacher introduces the criteria of assessment. For each correct answer a student gets points. At the end of the lesson student will be nominated according to their activities.

Brainstorming.Learning conversation. Eavesdropping.

What was the last film you saw?

Did you like it? What did you like?

In pairs students tell each other about the last film they saw, saying what they liked or didn't like about it.

Assessment criteria

• Demonstrate the knowledge on the given topic;

Descriptor

• discuss likes and dislikes in pairs.

Solutions 2nd edition class CD2 audio3

Pre Intermediate

Middle

3 min

3 min

5 min

12 min

7 min

Introducing vocabulary

Task 1

The teacher shows pictures of different film genres.

T: Look at the photos. Do you recognize any of the actors or films?

Label the photos with the given words.

Types of films: action film, animated cartoon, comedy, disaster film, documentary film, historical drama, horror film, musical, romantic comedy, science fiction film, thriller, war film, western.

Students work in pairs to do the task.

Assessment criteria

Demonstrate your knowledge on the given topic

Descriptor

Look at the photos and label the pictures

(D) by peer support

Pair work. Collaborative learning.

More able students assist less able ones during working in pairs.

Work in pairs. What types of film do you like and dislike?

I'm (not) a big fan of...

I really (don't) like...

I quite like...

I'm (not) really into...

... are OK.

I can't stand...

(D) by teachers support (modeling)

I'm really into horror films, like the SAW

Task 2

Adjectives to describe films

Teachers introduces active vocabulary using pictures without translation.

Dull, entertaining, funny, gripping, moving, predictable, scary, serious, spectacular, violent.

(D) by ability. Less able learners look up translations in the dictionary.

Matching the meanings with the adjectives. collaborative learning.

1. I knew exactly what was going to happen at the and.

2. I've never been so bored in my life!

3. The story was fantastic. I couldn't take my eyes off the screen from start to finish.

4. We were all crying when we came out of the cinema.

5. There was too much fighting and blood!

6. There weren't any laughs, but it really made me think.

7. The photography and the special effects were amazing!

1.predictable 2.dull 3.gripping 4.moving 5.violent 6.serious

7.spectacular

Game ''Hot seat''

Teacher offers to play the game ''Hot seat'' forms groups according to the students speaking skills.

The teacher explains the rules of the game.

One of the students from the group sits on the HOT CHAIRback to thescreen and the students of his/her group tries to explain the words from the screen using active vocabulary.

If he guesses the word his/her group gets a point.

Teacher's input: I really liked the ''Final Destination''. I'm a big fan of horror films and the special effects were absolutely spectacular. The story was gripping until the end.

Individual work.

Make notes about a film you really liked and a film you hated. Think about the given points and use the adjectives.

The story

The acting

The images / Special effects

The music

(d) by task(modeling)

'Spiderman': story - gripping, special effects - spectacular

'Valentine's Day': story - very predictable, acting - bad

Pair work. Eavesdropping.

Students work in pairs and tell their partners about their films, using the notes they made.

(D)by task.

More able students retell their partners' opinions and agree or disagree explaining their thoughts.

Assessment criteria

• Express your point of view on the topic with or without support in written form.

• Speak on the topic using active vocabulary;

Descriptors

Learners:

• Make notes using prompts and active vocabulary

• Discuss in pairs using examples

PPT (slide1)

PPT (slide 2)

PPT (slides 3-4)

PPT(slides5-11 )

PPT (slides 12-14)

End 5 minute

Reflection

Students choose the sun according to their feelings at the end og the lesson:

1. understood everything

2. not enough

3. Didn't understand anything

F eedback to each learners:each student is nominated according to their activities.

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

Differentiation – (D) by task.

More able students retell their partners' opinions and agree or disagree explaining their though

(D) by ability. Less able learners look up translations in the dictionary

(D) by teachers support (modeling)

(D) by peer support

Feedback on the work

Points for correct answers

Nominations for each student

Health saving technologies.

Using moves during the lesson

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

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