| Term 2 Unit 3 "Entertainment and media" | School: 24 |
| Date: 22.11.2018 | Teacher’s name: Mubarakshina R.A.
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| Grade: 8 V | Number present: | Number absent: |
| Theme of the lesson: | TV and TV programmes |
| Learning objectives(s) that this lesson is contributing to | 8.C3 respect differing points of view 8.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts 8.UE14 use some prepositions before nouns and adjectives use prepositions as, like to indicate manner use dependent prepositions following adjectives on a range of familiar general and curricular topics |
| Lesson objectives | All learners will be able to: |
Do the matching activities (types of programs and new words) with peers or teacher’s support. Listen and read for gist, read for specific information. Apply "used to" to talk about the past and verb phrases with prepositions. Identify the meaning of the text about young people's opinions of TV programmes. |
| Most learners will be able to: |
Do the matching activities (types of programs and new words) with little or no teacher’s support. Listen and read for gist, read for specific information. Discuss and give opinions about TV programmes. |
| Some learners will be able to: |
Do the matching activities (types of programs and new words) correctly. Listen and read for gist, read for specific information. Express ideas about TV programmes building extended sentences. |
| Value links | Information and media literacy. |
| Cross curricular links | Social studies. |
| Previous learning | A news article. |
| Use of ICT | Smart board for showing a presentation, getting additional information, playing the audio files. |
| Intercultural awareness | Learners share and compare TV programmes and films in Kazakhstan and other cultures. |
| Health and Safety | Breaks and physical activities used. |
| Plan |
| Planned timings | Planned activities | Resources |
| Beginning the lesson
4 min.
5 min. | The lesson greeting. The teacher asks Ss to look at the pictures. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Brainstorming. Watch the video and guess the TV programmes. 1 reality show 2 chat show 3 cookery programme 4 cartoon 5 weather forecast 6 documentary 7 the news 8 soap opera 9 quiz show 10 film 11 sport programme 12 sitcom 13 music programme
Group work. Match the types of the TV programmes and their definitions. |
pictures
Video
Handout 1 |
| 10 min. | Checking of the home task.
Presentation or poster “My favourite TV programme”. | Students' presentations and posters |
|
2 min.
5 min.
Main Activi-ties
4 min.
5 min.
6 min. | Skimming. Multiple choice. Ex.1 p.40. Answers: off 2) off 3) on 4) across 5) up 6) over 7) up Listening for specific information. Matching people and opinions. Ex.2 p.40. Answers: 1) D 2) G 3) K 4) D 5) G Ex.3 p.40. Recognition exercise. Answers: 1) past 2) didn't Watch the video and answer the questions. Students remember the rule used to. Sentence completion task. Complete the sentences with the correct form of used to and the verbs in brackets. Ex.4 p.40. Answers: 1) didn't use to have 2) Did you use to watch 3) used to play 4) didn't use to like 5) used to be Peer-assessment. Speaking.
Ex.8 p.35 - Pair work. Use the TV guide and the useful language in the box to decide what to watch tonight.
| CD
Handout 2
Video
Handout 3 |
| Ending the lesson | Giving the home task. Create your own TV guide. Reflection "Tree of Knowledge" Take stickers and stick them to the tree. Red flower - you understand everything; Yellow flower - you have some questions; Green flower - it was difficult for me to do all tasks. At the end of a lesson learners tell: |
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| End 1min | Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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| 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
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| Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. | Assessment criteria: Demonstrate respect to people’s opinions using lexical units of topic vocabulary. Interpret the information to identify the author’s attitude and opinions. Employ the rule for nouns and adjectives in common prepositional phrases in practice.
Descriptor: A learner: completes the gaps with appropriate phrases. finds the details in short texts and fills the table with proper information from the texts. completes the sentences with appropriate prepositions.
Observation Feedback on the work Peer-assessment | Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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