План урока на тему Structure and Criteria for a good film

Unit of a long term plan

School: 130

Date:

Teacher name: Abdreshova Ayaulym

CLASS: 7

Number present:

absent:

Lesson title

Structure and criteria for a good film

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

7.C7 develop and sustain a consistent argument when speaking or writing

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

7.S3 give an opinion at discourse level on a growing range of general and curricular topics

7.S6 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

Lesson objectives

All learners will be able to:

Speak about current theme

Understand the vocabulary

Some learners will be able to:

Compute highlighted words in the text and use it in Speaking

Discuss the text using phrasal verbs in speech

Most learners will be able to:

Formulate correct sentences

Make questions

represent chosen picture and describe it

maintain the conversation and interact in a group work

Assessment criteria

Use strong verbs in Speaking

Formulate correct sentences

Speaking with appropriate vocabulary

Levels of thinking (Bloom’s

Taxonomy, revised version)

Recognizing, comparing, explaining, differentiating, planning, producing.(Remembering, Analyzing, Understanding).

Values links

Make friendly atmosphere to work together

Cross-curricular links

Science, history, natural science, geography

Previous learning

Reading and talking about film genres

Plan

Planned timings

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

Resources

Start

Revise the grammar tasks of the previous lesson.

Today we have very interesting theme, we are continuing the theme films. We will learn about types of film and it’s structure.

D: Learners guess and answer to the question

Let’s discuss about your favorite genre of films.

What comes to mind when you hear the word Movie?

Why you like it?

What do you feel when you watch it?

.

D: Learners discuss the theme get ready to answer.

Posters

Posters

Video

Middle

So let’s speak about genres of film.

Look at these pictures, what do you think of them?

There are types of film, let’s name it:

Historical film

Action film

Love story

Adventure films

Cartoon

Western

Comedy

Thrillers

Melodramas

Musicals

Choose the one and tell about it. Why you like it?

Teacher divides the students into 3 groups to discuss.

Every teenager loves the film Harry potter. Let’s play a game. Divide into 3 groups of faculties of Hogwards. Make a presentation and tell to the class.

D: Ss state their opinion, debate on the theme.

D: Learners guess their opinion. Draw Venn diagram, answer to the questions.

Work in pairs. Use the TV guide and useful language box to decide what to watch tonight.

Gallery walk

Teacher divides into pairs the students. In each corner there will be TV channels. Pairs will move around these corners and discuss the channels. When teacher turns on the song they should change their corner.

Interactive board

Interactive board

End

Giving home task: To write an Essay about your favorite film.

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

Plan the lesson to use more visual aids to support the learners. Make questioning to help them to express their opinion. To challenge more able students, give them collaborative works. Allow access to dictionaries (e.g. on their phones) to check spelling. • les able students can be asked to write the names of TV programmes for each type. Use

Active learning activities, differentiate the students by their abilities, give them roles to act.

Debate

Use graphic organizers

Gallery walk to interact more able students and less able students.

Make questioning: by Taxonomy Bloom (Remembering, Analyzing, Understanding)

Differentiate Ss by their abilities.

Health saving technologies.

Using physical exercises and active activities.

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: