Entertainment and Media

Unit 3. Entertainment and Media

School:

Date: 18.11.18

Teacher name:

CLASS: 8

Number present:

Absent:

Theme of the lesson:

Language for Entertainment

Learning objectives(s) that this lesson is contributing to

8.1.8.1 develop intercultural awareness through reading and discussion

8.2.6.1 deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics

8.5.3.1 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

8.6.13.1 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics

Lesson objectives

Students will be able to:

• deduce meaning of unfamiliar words from the context

• give advice using appropriate language structure

• construct sentences using modal verbs and verb + gerund/infinitive

Assessment criteria

Learners have met 8.2.6.1 learning objective if they can deduce the meaning of some words from the context.

Learners have met 8.5.3.1 and 8.6.13.1 learning objectives if they can construct grammatically appropriate sentences using the given structures.

Value links

Respect

Cooperation

Global Citizenship

Cross curricular links

Kazakh and Russian languages

ICT skills

Processing information on the interactive board

Previous learning

Entertainment vocabulary

PLAN

Planned timings

Planned activities

Resources

Beginning

10 min

Middle

10 min

15 min

(W, P) Warm up:

Elicit from students about the types of entertainment in their cities (E.g. visiting museums, going shopping, going to the concert and etc.).

Write their ideas on the board.

(I, P, W) Reading

Tell students that they are going to read about entertainment in London, ask the following questions:

• Have you ever been to London?

• What did you do there?

• What do you think you can do there?

Students work in pairs and write the form of entertainment shown on pictures, model the first answer: watching a film at the cinema. Draw students’ attention that their answers should begin with verb+ing.

Ask students to rank the forms of entertainment individually and then compare their ranking in pairs.

Differentiation:

Some students could be given another task: they can match pictures with activities given.

Discuss together with a class which forms of entertainment are the top three among students.

Students read the text “Entertainment in London”.

Students work in pairs and choose the correct word. Encourage students to deduce the meaning of unknown words from the context. Some students may use dictionaries if they struggle to understand the meaning of the word from the context.

Formative assessment

Students read the text again and fill in the missing information. Ask students to compare their answers.

Differentiation

Some students can the given a list of words to choose from. This list will help them to complete the sentences with the missing words.

Elicit from students different ways of expressing recommendations:

You should _______

You shouldn’t ___________

I recommend to ___________

I do not recommend to____________

Students work in groups and write some advice in their own words for visitors to London. They should include some words from the text.

Hometask

A friend from another city (or country) is visiting your city for four days next week. Suggest some entertainment for each of the four evenings that they would like. Students should use language for giving recommendations and vocabulary for entertainment.

Power Point presentation

http://onestopenglish.com

Handout 1

Handout 2

Handout 3

End

1. min

Reflection

Students write on the stickers:

• I feel I know…

• I feel I am not too sure about…

• I feel I do not know…

Handout 4

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 students’ learning?

Health and safety links

Differentiation by support

Differentiation by task

Teacher monitors and fills in the Formative assessment form.

Peer- assessment

Make sure cords are not tripping hazard.

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Reflection

Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? 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?