"Entertainment and Media"

LESSON 29

Unit 3: Entertainment and Media

School:

Date:

Teacher name:

Grade: 8

Number present:

Number absent:

Theme of the lesson:

Looking at and writing a storyboard, then acting out the storyboard

Learning objectives

8.6.15.1 – use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions; use some prepositional verbs and begin to use common phrasal verbs on a growing range of familiar general and curricular topics;

8.3.7.1 – use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

Lesson objectives

All learners will be able to:

Listen and read for gist, read for specific information,

Most learners will be able to:

Listen and read for gist, read for specific information, get an overview of a module

Some learners will be able to:

Listen and read for gist, read for specific information, talk about forms of entertainment

Previous learning

Unit revision

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

ORGANISATION MOMENT

What’s in this module?

Read the title of the module Entertainment & the Media and ask Ss to suggest what they think it means.

Find the page numbers for

Explain/Elicit the meaning of any unknown words, thenSs find the page numbers for the items listed.Ask questions to check Ss’ understanding.

What programmes do you like to watch? How much TV do watch every day? What was the last festival you attended? Do you like attending festivals? Why (not)? Do you read newspapers? How often? Where do you usually learn about the news?

Learners read and suggest

Find the page numbers 29

a TV guide (p.29)

festivals (p. 30) a newspaper

(pp. 30,31)

Selfassess

ment

https://www.youtube.com/watch?v=YtpeNUFBlfc&t=7s

Middle

30 min

Vocabulary

1 To present forms of entertainment

Direct Ss to the pictures. Play the recording.

2 To express an opinion

Ask Ss to discuss the questions in pairs. Monitor the activity around the class and then ask various Ss to tell the class.

3 To talk about a past experience

Read out the questions and the example. Elicit suitable adjectives from Ss around the class (e.g. nice, fun, exciting, amazing, entertaining, etc). Then ask various Ss to tell the class.

Grammar activity

In the next 30 years...

Divide the class into two groups: Group A – more confident students; Group B – less confident students.

Give each student a corresponding worksheet. Tell the students that they are going to prepare questions on what possible changes may take place in the next 30 years in Kazakh and American cinematography.

(Draw the students' attention to the adverbs of probability at the bottom of the worksheet. Explain that when they respond to a question, they must use one of the adverbs of probability in their answer and give a reason for their opinion.)

Students then take it in turns to ask and answer the questions and complete the chart with their classmates' answers.

When the students have finished, they return to their original groups to collate their answers for the whole class.

Write the following adverbs of probability and modal verbs of possibility on the board:

will definitely / will probably / might/may / probably won't / definitely won't

Afterwards, students take it in turns to present their group's results to the class and feedback is given.

Ss listen and repeat chorally and/or individually.

I like attending concerts because I love music and the atmosphere at a concert is fascinating.

Discuss the questions in pairs.

Working in their groups:

more confident students write their own questions based on the topic

less confident students create questions using prompts on their worksheets

Each student then uses the language on the board to summarize their group's results, e.g. Two students think that robots might make films instead of people in the next 30 years, but two students think that they probably won't'.

Individual

evaluation

Verbal evaluation

Mutual valuation

Selfassessment

ps://www.teach-this.com/parts-of-speech-activities-worksheets/modal-verbs-possibility-certainty

https://www.youtube.com/watch?v=FDBOpbPcLWg

End

5 min

Reflection:

Let’s stand in a circle, give a ball to throw it to each other and share your opinions about today’s lesson.

Home task: to write a blog entry

Saying goodbye

Learners stand in a circle, they are given a ball to throw it to each other and share their opinions about today’s lesson.

I like going to a water park because it is interesting.

We love taking a guided tour of a museum because it is more informative.

I love reading a novel because it is educational.

We love attending a concert because it exciting

I love playing online video games because they are entertaining.

I love watching traditional dancing because it is fascinating.

I like going to the theatre because it is enjoyable.

Мне нравится ходить в аквапарк, потому что это интересно.

Мы любим экскурсию по музею, потому что он более информативен.

Я люблю читать роман, потому что он воспитательный.

Мы любим посещать концерт, потому что это захватывающе

Я люблю играть в онлайн-видеоигры, потому что они развлекают.

Я люблю смотреть традиционные танцы, потому что это увлекательно.

Мне нравится ходить в театр, потому что это приятно

look at the places in the pictures. Which of these activities can you do in each place?

have a fun water experience, take a dip in a pool, slide down a waterslide, relax in a mineral spring, play on a sandy beach

посмотрите места на фотографиях. Что можно делать в каждом месте?

веселые водные развлечение, окунуться в бассейн, сползти вниз горки, отдохнуть в минеральном источнике, поиграть на песчаном пляже