Entertainment and media

Long-term plan unit: 6 ENTERTAINMENT AND MEDIA

№1 School-gymnasium

Lesson 1

Date: 23.01.2020

Teacher’s name: Kadralina Raushan

CLASS: 7V

Number present:

absent:

Theme of the lesson: Art and media

Learning objective (s) that this lesson is contributing to

7.1.5.1- use feedback to set personal learning objectives;

7.1.6.1- organize and present information clearly to others

7.3.3.1- give an opinion at discourse level on a growing range of general and curricular topics;

7.3.4.1- respond with some flexibility at both sentence and discourse level to unexpected comments on a growing range of general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn vocabulary for art and media.

• talk about art and media.

Some learners will be able to:

Success criteria

Consider classmates' advice and set personal learning objectives based on their feedback

Demonstrate an ability to organize and express ideas clearly

Provide a point of view in conversations and discussions

Provide unprepared speech to answer a variety of questions at sentence level and in conversations with some flexibility

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Unit presentation

Books closed. Write art on the board. Ask: What is art?

• Put students into small groups and ask them to come up with a definition.

• Ask one member of each group to tell the class their group’s definition.

• Ask students to open their books at page 60 and describe the photograph.

• Put students into pairs and give them a couple of minutes to answer the three questions.

• Check answers with the class and then ask students to use their smartphones to research other interesting buildings or murals online.

• Tell students that the theme of Unit 6 is art in public places. Suggested answers

• I like the mural because it is unusual.

• I think that the artist painted it to make the building more interesting and dynamic.

• I wouldn’t like to live there because there are very few windows, so it’s probably dark inside.

Background

The Gooderham Building is in Toronto, Canada. The ‘Flatiron Mural’, by Canadian artist Derek Besant, is on the back of the building, and shows the Perkins Building, which is located across the street. The mural is not painted onto the wall, but onto panels attached to the building.

Warm up

Books closed. Ask students if they ever listen to the news or music on the radio.

• If not, ask students to tell you where they find out the news, e.g. on television or online, and how do they normally listen to music, e.g. online.

1. LISTENING

2.2 Ask students to open their books at page 61.

• Put students into pairs to match the words with the photos.

• Play the recording for students to listen, check their answers

and repeat the words.

• Pay particular attention to students’ pronunciation of

sculpture /ˈskʌlptʃə/ and busker /ˈbʌskər/.

Answers

b sculpture c exhibition d graffiti e radio

f newspaper g concert h DJ i journalist j painting

k gallery

The word describing where we see paintings is “gallery”.

2 • Ask students to copy the chart into their notebooks.

• Put students into pairs to complete the chart using the

words and phrases from Exercise 1.

Answers

art

exhibition, gallery,

graffiti, painting, sculpture

music

busker, concert, DJ, (radio)

media

journalist, newspaper, (radio)

Optional activity

• Put students into pairs to tell one another which types of art they prefer (e.g. concerts, graffiti, traditional paintings, pop music, sculpture, etc.) and why.

• Ask some students to report back to the class on what their partner said.

2.3 Tell students they are going to listen to three students talking about art and media.

• Play the recording.

• Students listen and say what each person talked about.

Answers

Alison: newspaper, radio, journalist

Philip: painting, gallery, exhibition, sculptures

Zara: buskers, graffiti, DJ, concert

4 • Read out the information in the Get it right! box. Explain that other common verbs do not use to before there, e.g. play, sit, walk: Where shall we play? Let’s play there. / Please sit there. / I want to walk there.

• Read out the questions and example answer.

• Put students into pairs to take it in turns to ask and answer the questions.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary Bank on page 126 and complete the exercises for Art and media.

Optional activity

• Students can use their smartphones to look at art on the websites of the following museums: The Museum of Modern Art in New York (http://www.moma.org/)

The Museo Nacional del Prado in Madrid (https://www.museodelprado.es/en)

The Rikjsmuseum in Amsterdam (https://www.rijksmuseum.nl/en/explore-the-collection)

• Students show each other the works of art that they find and say what they think of them.

Homework

Set Exercises 1, 2, 3, 4 and 5 on page 45 of the

Workbook for homework.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?