Unit 3. Entertainment and Media

Unit 3. Entertainment and Media

School:

Date:

Teacher name:

CLASS: 8

Number present:

Absent:

Theme of the lesson:

TV Programmes. Listening and speaking.

Learning objectives(s) that this lesson is contributing to

8.1.3.1 respect differing points of view

8.2.1.1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics

8.3.3.1 give an opinion at discourse level on a wide range of general and curricular topics

8.4.1.1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts

Lesson objectives

Students will be able to:

• identify the main points

• express opinions supported by necessary examples

• give a short summary of a text

Assessment criteria

Learners have met 8.2.1.1 if they can identify the main points in a talk and jot them down.

Learners have met 8.3.3.1 if they can express their opinion, supported by examples.

Learners have met 8.4.1.1 if they can identify the main points in a given text and explain them to other students.

Value links

Respect

Global Citizenship

Cross curricular links

Kazakh and Russian languages

ICT skills

Processing information on the interactive board

Previous learning

Types of TV programmes

PLAN

Planned timings

Planned activities

Resources

Beginning

10 min

Middle

10 min

10 min

7 min

(W, P) Warm up:

Students make a list of TV programmes, e.g. documentaries, sci-fi, reality show and others. Then you can compile one single list of TV programmes on the board.

Ask students to discuss the following questions in pairs:

• Which TV programmes do you like best?

• Which do you not like at all?

• What types of programme are most popular in our country?

• What types of programme does our nation make well?

(G, I) Listening and Speaking (Jigsaw Reading). Formative assessment:

Students are divided into three groups and they are given three different texts. They should read the text and discuss it with their groupmates. They need to focus on the following aspects:

• What is interactive programme/makeover programme/fly-on-the-wall documentaries? Students should attempt to come up with definition of the programme after reading examples.

• Give specific information about the programme.

Differentiation:

If students struggle to give a definition of a programme, you can give them the definition and ask them to discuss it.

Students from three different groups are grouped together and they need to summarize the text and explain what type of TV programme they have. Other students should listen, take notes in their worksheet and ask for clarifications if necessary. Students should not read the text, they should summarize the key information and explain the type of TV programme.

(P,G,W) Discussion questions:

Hang flipcharts on the wall and ask students to walk around the class, talk with classmates and write their ideas on flipcharts:

• Think of two positive effects of having more TV programmes on offer.

• Think of two negative results for people watching more TV.

• Is having a TV in your bedroom a bad thing? Why? Why not?

Observe students discussing questions in groups or in pairs. Fill in the formative speaking assessment form and provide feedback for students.

Teachers can adapt rubrics if necessary.

Power Point presentation

Materials adapted from

https://www.teachingenglish.org.uk/article/reality-tv-1

Handout 1

Handout 2

Flipcharts

Handout 3

http://www.cambridgeenglish.org/images/168618-assessing-speaking-performance-at-level-b1.pdf

End

3 min

Reflection

Students complete reflection form.

Handout 4

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?

Health and Safety links

Differentiation by support: help students who are struggling to summarize the key information. Help them to choose the most important sentences.

Teacher monitors and fills in the Formative assessment form.

Make sure cords are not tripping hazard.

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

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?