Focusing on TV programmes and films

Unit of a long term plan: 6 Entertainment and Media

School: Zharkent secondary school

Date:

Teacher name: Kelmukhambetova L.A.

CLASS: 7

Number present:

absent:

Lesson title

Focusing on TV programmes and films Lesson 1

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

7.S4 respond with some flexibility at both sentence and discourse level to unexpected comments on a growing range of general and curricular topics

7.R9 recognise inconsistencies in argument in simple short, texts on a limited range of general and curricular subjects

7.C3 respect differing points of view

Lesson objectives

All learners will be able to:

-understand information about films paying attention to the specific details with support;

-speak about the favourite films using the topical vocabulary with support.

Most learners will be able to:

-ask and answer questions using variety of different tense;

- read for specific information and main ideas.

Some learners will be able to:

-recommend different TV programmes and films;

-express opinions about advantages and disadvantages of watching TV.

Assessment criteria

• Recognize different types of TV programmes and films.

• Make some sentences using necessary variety of different tense based to the task

• Speak fluently in English at the time of recommending different TV programmes and films

Values links

3)A secular society with high spirituality

The world community perceives our country as a positive example of a spiritual world and consent. A secular image of the state and public life is the most important condition for improvement of the economy, successful development of the national education system, health care and culture. 

• creative and critical thinking

• communicative abilities

• be prepared to learn throughout life

Cross-curricular links

Art

Previous learning

Reading for pleasure

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

0-3′

4-6′

Teacher greets learners. Learners respond to greeting and take their places.

-Good morning, children!

-Good morning, teacher!

-I’m glad to see you!

-We are glad to see you, too!

-How are you today?

-Fine, thanks. And you?

-I’m OK. Thank you.

Group – division: learners will be divided into 2 groups:“TV programmes” and “Films”. Learners should take the cards with the names of the film genres and TV programmes and their definitions. Learners who have the name of the genre, the definition of the genre and the names of the films form a group. (Genre/TV programme, definition, films)

Learner guess the theme of the lesson by group forming.

Checking up home task.

Revision of unit reading for pleasure.

Learners get familiar with the learning and lesson objectives.

Pictures and sheets of paper

Middle

FA: Stair steps

S elf-assessment

Feedback: teacher’s comment

33′

Active learning strategy “Picture Prompt”

Task 1. Teacher shows learners images with no explanation, and ask them to identify/explain it, and justify their answers. Or asks learners to write about it using terms from topic, or to name the processes and concepts shown. It works well as group activity.

Picture 1 Picture 2

Picture 3 Picture 4

Picture 5 Picture 6

-What types of TV programmes can you see in the pictures?

Example: Picture 1 shows the news and weather.

Vocabulary practice.

Learners are asked to remember as many types of TV programmes as possible; they may do a mind map in their copybooks or write them on the board. They are also encouraged to give examples of Kazakhstan and other countries’ programmes.

Which of the following do you enjoy watching on TV?

• documentary • soap opera • drama show

• the news & weather • quiz show • cartoon

• fashion show • chat show • sports programme

• comedy show • sitcom • play • film • children’s

programme • music programme • police drama

• awards ceremony • nature programme

Teacher asks open questions:

- Do you like watching TV? Why yes/no?

-What types of TV programmes do you know?

- Can you name the programmes you watch on TV?

-What can you say about TV programmes in Kazakhstan?

-What can you recommend to watch on TV?

-Could you tell about TV programmes in the past?

-Can you imagine the future of TV?

-Will people watch TV in 2050?

Differentiation through support:

All learners will be able to name pictures correctly with the help of pictures

Most learners will be able to:

-answer to the questions

-describe the favourite TV programme/film

Some learners will be able to

-give examples of TV programmes and films in Kazakhstan and other countries.

-tell about favourite film, actor/actress

Descriptor A learner:

-names pictures

-matches pictures

-answers to the open questions

-adds some more information

Task 2. Read the text and match each word/phrase with equivalent in the context of the text.

1.likely a. marks

2.grades b. don’t let

3.overweight c. probable or expected

4.don’t allow d. great amount

• Fill in the table with 3 good and bad sides of watching TV.

Watching TV

 Differentiation (by outcome-lesson objectives, assessment criteria)

All learners will be able to

-match words correctly

- use vocabulary correctly

- find and write 2 examples

Most learners will be able to

- find and write 3 examples

- express and share ideas

Some learners will be able to

- find and write good and bad sides of watching TV correctly by examining facts and arguments.

Descriptor A learner

• matches phrases appropriately according to the text

• finds bad and good sides of watching TV in the text and writes them down in the right columns

Pictures

Text

Sheets of paper

End

3′

Reflection

• Self assessment. Learners are given sticky papers to write their opinion on the lesson, they should write “+” What I liked most , “-” What I don’t understand,

“?” What I want to know more about

• Home task: write an essay on topic “My favourite film”

Assessment list

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 through support- teacher support by giving picture prompt.

Differentiation by outcome (lesson objectives, assessment criteria)

• F A: Stair steps

“Stairsteps” strategy for checking pupils knowledge of curricular topic. This strategy provide teacher with information about pupil’s learning. On a sheet of paper pupil tick the position of knowledge according to the task.

Feedback: teacher’s comment

Self-assessment

Learners are given sticky papers to write their opinion on the lesson, they should write

“+” What I liked most ,

“-” What I don’t understand,

“?” What I want to know more about”

Health saving technologies.

Safety regulations are taken into account when planning and conducting 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?

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?