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Short term lesson plan

UNIT: Entertainment and Media

LESSON:  TV programs and films

School-lyceum № 9 named after Vladimir Savva

Date:  

Teacher name: Zhumagulov A.

Grade: 7

Number present: 12

absent:

Learning objectives(s) that this lesson is contributing to

7.4.1.1 understand the main points in a growing range of short, simple texts on general and curricular topics

7.4.2.1 understand independently specific information  and detail in short, simple texts on a limited range of general and curricular  topics

7.1.2.1 use speaking and listening skills to provide sensitive feedback to peers

Lesson objectives

  • read and understand the main points of a talk on the topic
  • name TV programs 
  • understand the specific information of a talk on topic 
  • use a variety of simple perfect forms in their talk about TV programs and films 
  • explain  the specific information needed of a talk on the TV programs and films topic 
  • express opinions on the topic during group and whole class exchanges

Assessment criteria

  • talk on the topic at discourse level
  • use grammar structures of simple perfect forms
  • discuss and give opinions at discourse level on the topic

Values links 

A secular society with high spirituality

creative and critical thinking

Cross-curricular links

Computer Science, Literature, Languages

Previous learning

Some of learners  may know some topical vocabulary

Plan

Planned timings

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

Resources

Beginning



5  min

Teacher greets learners and explains the objectives of the lesson.


Warm-up 

Teacher:.Leraners should say Multiplying and find what theme is about 

2*4,4*6,8*8.1*7,2*5,1*4,1*9,9*3,3*2,5*4,7*1.3*5,6*7.9*6.8*8.5*3.7*5.4*2.

“ Today we’re going to speak about Films and TV programs. We’ll talk about your  favourite channels and programs, films, about your TV habits. You are to read to the text  about choosing  TV programs. I hope you’ll take an active part in the lesson





















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http://usefulenglish.ru

Middle  

10 min








5 min











5 min














10 min































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THINK-PAIR-SHARE STRATEGY

Read the text: My Favourite TV Program.

Ask questions on the text.

Descriptor: A learner

  • reads and finds the main idea of the text
  • asks questions for discussing in groups

Feedback: Teacher uses smiles with different colours to check learners understanding.

(W)  5W-S QUESTIONS APPROACH

Watching video with sound off.   After watching video teacher asks questions”what is the video about?”. Learners do some prompts according the video. In the second time learners watch the video with sound on and they compare their answers.

Teacher: I’m going to ask you some general questions about Video with the sound off, 

  1. What do you think of the video?
  2. Who are they?
  3. What is the conversation about?
  4.  How do you think?
  5. Are they friends or not?

And now watch a video with the sound on and answer the questions.


Descriptor: A learner

  • understands questions and gives answers


[G] BRAINSTORMING STRATEGY

Guess what kind of film is this? Justify answers.

  • I like funny stories. I like a lot of music in the films.    (cartoons)
  • I like car racing, dangerous stunts and a lot of action.  (action films)
  • I like to see things that make me laugh (comedy)
  • I enjoy films where people do exciting  things, travel. (adventure film)
  • I`m interested in history. (historical films)

Peer assessment sheet


Descriptors

yes

no

A learner can name genres of the films



A learner can argument answers




[P] CONVERSATIONAL APPROACH

FREEZE FRAME

Freeze frame is working with one picture from the movie. Using pictures for each group it’ll be easy to come up with questions for this task. The learners task is describe second picture and ask leading questions. After describing pictures learners should sketch out this frame schematically.

Peer assessment

Descriptors

yes

no

Create a dialogue using pictures



The teacher assesses learners by expressions:

Well done work

Excellent job and ect.

DIFFERENTIATED TASK

Speaking task 

1.The teacher selects a piece of film with a length of 1-2 minutes, which consists of clearly spoken replicas, simple in form and content.  Writes each replica on a separate card, marking to which character it belongs. Splits a class into several groups and gives each group a complete set of cards containing a dialog.

2. The group needs to look at the passage without looking at the card, then put the replica in the same order as they were found in the record. 

3. After that, you need to look at the passage again, checking the correctness of the order of the replicas. If necessary, you need to pause.

4.While doing this task the less able learners make a puzzle using this video.

Self assessment

Descriptors

yes

no

I can create sentences



I can use statements to express my opinion



I can check my partner



text





different colour smiles





video












pictures


 flashcards






http://www.esl-lab.com/health/healrd1.htm




Worksheet 







picture





























Smiles

End

5 min


CONCLUSION 

BASKETBALL QUESTIONING APPROACH

Teacher asks concept questions to check learners` understanding.

FEEDBACK:  Learners should share with their opinions about the lesson. If they liked/disliked by putting their thumbs up/down





Final Self-assessment:Tick Yes or No

I can talk on the topic at discourse level

Yes

No

I can use grammar structures of simple perfect forms



I can discuss and give an opinion at discourse level on the topic



Sheet of assessment

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?

Cross-curricular links
 Health and safety check
 ICT links
 Values links

Learners are given tasks according to their abilities.

Interaction patterns in different forms allow both stronger and weaker learners to make contributions at their own language level. It also gives weaker learners the chance to prepare answers which address the task directly and which are linguistically correct. 

Assessment was through asking questions and encouraging learners by oral comments

social science: to connect TV and films with their life










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