• Read a film review and do all the reading tasks without mistakes; • Write a film review using a variety of adjectives; • Assist less able learners during pair and class work.

7.3B Entertainment and Media Unit 2

School:

Date: 18.01.2018

Teacher’s name: Shynybekova K.D.

Grade: 7 Ә

Number present:

Number absent:

Theme of the lesson:

Films

Learning objectives(s) that this lesson is contributing to

7.UE3 use a growing variety of compound adjectives and adjectives as participles.

7.S5 keep interaction with peers to negotiate, agree and organize priorities and plans for completing classroom tasks

7.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

7.L2 understand with little support most specific information in extended talk on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

• Read a film review and do the preparation task (mark sentences as True or False or write words in correct group);

• Read a film review and circle the best answer;

• Write a film review in accordance with film review structure.

Most learners will be able to:

• Provide unprepared speech to answer a variety of questions at sentence level and in conversations with some flexibility;

• Write a film review with minor mistakes.

Some learners will be able to:

• Read a film review and do all the reading tasks without mistakes;

• Write a film review using a variety of adjectives;

• Assist less able learners during pair and class work.

Language objective

Vocabulary related to film review

Present Simple tense

Value links

Transparency, cooperation, academic honesty

Cross curricular links

Art and design, literature

Previous learning

Reading and talking about film genres

Use of ICT

Projector or Smart board for showing a presentation, using on-line dictionaries

Intercultural awareness

Write about Kazakhstani and foreign films

Kazakh culture

Think and write about Kazakhstani films

Pastoral Care

Student centered teaching: respect, support and scaffolding;

To create a friendly atmosphere for collaborative work.

Promote a sense of self-esteem and self-respect and respect for others among all the learners.

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned timings

Planned activities

Resources

3 min

5 min

2 minutes

Checking their home task.

Dividing into 3 groups with photos. Match this pictures. What do you think about this pictures? Who are they?

Now boys and girls what do you think today’s our theme?

Warm-up

Put in order

• (P) Learners read paragraphs and put them in correct order. While working in pairs, learners collaborate and help each other for getting better results. At the end they should have a film review. Then teacher shows the correct order of the paragraphs on the board. Learners check themselves.

• Learners together with the teacher come to the lesson theme and objectives.

book

Main part

2 min.

3 min

5 min

5 min

10 min.

The main part of the lesson

• Pre – reading Task

(P) Before learners start reading, teacher let them choose the reading task according to their language level

New words:

Action films  [ ˈækʃn fɪlm ]- әрекет фильмі

Science-fiction (sci-fi) [ ˈsaɪəns fɪk.ʃən ] – Ғылыми фантастика

Western [ ˈwestən ] – батыс фильмі

Ghost movies[ ɡəʊst muː.vi ] – аруақ фильмі

Gangster film [ɡæŋ.stər  fɪlm] – ганстер фильмі

War films  [wɔː(r)  fɪlm ]- Соғыс фильмдері

Match words

Presentations

1. Western – cowboys

2. Cartoon – animation

3. Ghost movies – frightening

4. Comedy – funny

5. Intelligent – clever

1. Action movies – violent

2. Character – someone in a movie

3. Movie theater – place where we watch movies

4. Adventure movies - exciting

Name the type of films. Pictures with questions.

Group work

Questions to each other about school

• What kinds of films do you like?

• What is your favourite film?

Formative assessment for the lesson ‘Going to the cinema’ – Level 1

A. Check your understanding: multiple choice

Do this exercise while you listen. Circle the correct answers.

1. Ismael is

1. OK, but a bit ill.

2. OK, but has a lot of homework.

3. OK, but a bit bored.

2. 'Light and dark' is

1. a horror film.

2. a science fiction film.

3. a romantic comedy.

3. The comedy film is about a

1. family.

2. shop.

3. school.

4. Jack hates

1. horror films.

2. romantic films.

3. science fiction films.

5. They decide to see a

1. Начало формы

2. romcom.

3. horror film.

4. science fiction film.

6. They decide to meet at

1. 7 o'clock.

2. half past seven.

3. 8 o'clock.

Конец формы

B. Check your understanding: gap fill

Do this exercise while you listen. Complete the gaps with the correct word.

1. Jack: Hi, Ismael. How are you? Ismael: Hi, Jack. I'm OK, but I’ve got loads of _________________

2. Jack: We don’t know. We can’t decide. There’s that new _____________film, 'Light and Dark'.

3. Jack: OK, well, there’s a ______________ about a school.

4. Ismael: Oh, no more school, please! What about a ________________ ?

5. Jack: What? Really? No, I hate romantic films. I like ____________________

6. Ismael: Well, there’s a new science fiction film, 'Alien attacks'. Jack: OK, I like _______________.Let's see that.

7. Ismael: At 8 o'clock. Let's meet at 7:30 ___________ the cinema.

8. Jack: OK. _______________ you. Ismael: Bye.

PPP slide

http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/inviting-someone-cinema

5 min.

• Reflection

Descriptor

Dear pupils! We have done many kinds of work at our lesson. You were very active and clever at the lesson. I’ll give good marks for everybody, who participates for our lesson. I’m very pleased with your English. Good luck. The lesson is over. Good bye.

Reflection card

• Home task

Read different film reviews “Entertainment and Media”.

Appendix 5

PPP slide

End

1min

Feedback: Teacher asks learners what task was difficult to them and which pair worked well.

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?

Critical thinking

• Less able learners: provide less able learners with vocabulary bank list.

• More able learners: make analysis of their work and help weaker ones to arrange information.

• Reading tasks are differentiated according to the learners’ language level: from easier to more challenging.

• Monitor learners to check they can write a film review.

• Observe learners when participating in speaking. Did each learner contribute to the speaking and discussion? If not, why?

• Did all learners manage to do the reading exercises correctly? If not, why?

Some questions provide critical thinking while answering to them.

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 the lesson about this class or individuals that will inform my next lesson?