Уроки английского языка / Библиотека / Конспект урока по английскому языку на тему "Reading and writing a film review" (7 класс)

Конспект урока по английскому языку на тему "Reading and writing a film review" (7 класс)

Short term plan 9

7.3B Entertainment and Media Term 3 Unit 2

School:

Date:

Teacher’s name:

Grade 7 __

Number present:

Number absent:

Theme of the lesson:

Reading and writing a film review.

Learning objectives(s) that this lesson is contributing to

7.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts

7.R5 deduce meaning from context in short texts on a growing range of familiar general and curricular topics

7.R6 recognise the attitude or opinion of the writer on a range of unfamiliar general and curricular topics

7.UE3 use a growing variety of compound adjectives and adjectives as participles

7.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

7.W7 use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics

Lesson objectives

All learners will be able to:

  • Read a film review and do the preparation task (mark sentences as True or False or write words in correct group);

  • Read a film review and circle the best answer;

  • Write a film review in accordance with film review structure.

Most learners will be able to:

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

  • Write a film review with minor mistakes.

Some learners will be able to:

  • Read a film review and do all the reading tasks without mistakes;

  • Write a film review using a variety of adjectives;

  • Assist less able learners during pair and class work.

Language objective

Vocabulary related to film review

Present Simple tense

Value links

Transparency, cooperation, academic honesty

Cross curricular links

Art and design, literature

Previous learning

Reading and talking about film genres

Use of ICT

Projector or Smart board for showing a presentation, using on-line dictionaries

Intercultural awareness

Write about Kazakhstani and foreign films

Kazakh culture

Think and write about Kazakhstani films

Pastoral Care

Student centered teaching: respect, support and scaffolding;

To create a friendly atmosphere for collaborative work.

Promote a sense of self-esteem and self-respect and respect for others among all the learners.

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned timings

Planned activities

Resources

5 minutes

Warm-up

Put in order

  • (P) Learners read paragraphs and put them in correct order. While working in pairs, learners collaborate and help each other for getting better results. At the end they should have a film review. Then teacher shows the correct order of the paragraphs on the board. Learners check themselves.

  • Learners together with the teacher come to the lesson theme and objectives.

Appendix 1

PPP slide 2

PPP slide 3, 4

Main part

10 min.

15 min.

The main part of the lesson

  • Pre – reading Task

(P) Before learners start reading, teacher let them choose the reading task according to their language level (* - easier task) or (** - more challenging task). After that teacher asks them to sit with a partner with the same text and do the preparation exercise in pairs. Preparation exercises are also differentiated according to the learners’ language level.

Teacher together with the learners check the answers in open class.

Before reading teacher discusses the assessment criteria together with the learners:

Easier task (“Hunger games”) – 11 out of 14 should be done correctly (80 %)

More challenging task (“Skyfall”) - 13 out of 16 should be done correctly (80%)

  • Reading task

(I) Teacher suggests reading activities to the learners. Learners read the texts “Hunger games” or “Skyfall”. They get a sheet and do the following exercises: multiple choice, gap filling, true/false.

During the reading task learners are allowed to use on – line dictionaries.

For less able learners – text “Hunger games” (*)

For more able learners – text “Skyfall” (**)

The texts and reading exercises are differentiated according to the learners’ language level.

  • Peer assessment

(I W) Teacher shows the right answers on the board. Learners exchange their worksheets with a partner and check themselves according with the assessment criteria.

Teacher asks learners to explain the right choice in reading tasks.

  • Speaking on film review structure

(W) Teacher suggests learners to discuss a film review structure asking them the following questions:

How many paragraphs should we write in a film review?

What should we write in paragraph 1? 2? 3? And 4?

  • Writing task

Teacher suggests learners to write a review of a film that they enjoyed. Teacher discusses the assessment criteria together with the learners.

Assessment criteria:

  • Stick to a film review structure

  • Uses Present Simple tense correctly (3-4 mistakes are possible)

  • Write 60 – 80 words

  • Use at least 5 adjectives to describe a film

Optional: during writing task teacher may provide learners with vocabulary bank.

Appendix 2

PPP slide 5

PPP slide 6

Appendix 3

PPP slide 7,8

Appendix 4

PPP slide 9,10

Additional resource 1

5 min.

  • Reflection

What have you learnt today?

Could you write the structure of a film review below?

What was the most difficult during writing task?

Do you have any questions on the theme “Film review”?

Then teacher gives some comments for better achievements.

  • Home task

Read different film reviews in the internet and prepare for summative assessment for the unit “Entertainment and Media”.

Appendix 5

PPP slide 11

PPP slide 12

End

1min

Feedback: Teacher asks learners what task was difficult to them and which pair worked well.

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?

Critical thinking

  • Less able learners: provide less able learners with vocabulary bank list.

  • More able learners: make analysis of their work and help weaker ones to arrange information.

  • Reading tasks are differentiated according to the learners’ language level: from easier to more challenging.

  • Monitor learners to check they can write a film review.

  • Observe learners when participating in speaking. Did each learner contribute to the speaking and discussion? If not, why?

  • Did all learners manage to do the reading exercises correctly? If not, why?

Some questions provide critical thinking while answering to them.

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 the lesson about this class or individuals that will inform my next lesson?

Appendix 1

Warm – up

Put in order” exercise (this exercise should be cut into paragraphs and mixed)

A review of War of the Worlds

I recently went to see War of the Worlds. It’s a science fiction film starring Tom Cruise.

The film is based on a book written over 100 years ago, although it is set in modern times. The story is very gripping. It’s about alien machines from space which land on Earth. Nevertheless, the film has a happy ending.

The acting is very good. Tom Cruise, who plays a father who is looking for his family, is excellent, as usual. However, I didn’t think Dakota Fanning was very convincing as his daughter. The special effects were incredible – the machines looked terrifying, and there were some very scary moments which I didn’t enjoy.

This is a classic Spielberg film: fast – moving, not too violent, and full of action. In spite of the fact that it was a bit scary, overall I enjoyed it. Go and see it if you can.

Appendix 2

Pre – reading for less able learners

Answers

Pre – reading for more able learners

Answers

Appendix 3

Formative Assessment

Reading (*)

Unit

Entertainment and Media

Learning Objectives

7.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts.

7.R6 recognise the attitude or opinion of the writer on a range of unfamiliar general and curricular topics.

Level of thinking skills

Comprehension

Application

Analysis

Assessment criteria

  • Identify details of text;

  • Recognise the content of a text using some supporting information.

Task 1

Read the film review and circle the best option to complete these sentences.

Task 2

Read the film review again and circle Fact or Opinion for these sentences.

Descriptor

A learner

  • Circles the best option to complete the sentences;

  • Comprehends the task and marks sentences fact or opinion.

Answers

Task 1

Task 2

Appendix 3

Formative Assessment

Reading (**)

Unit

Entertainment and Media

Learning Objectives

7.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts.

7.R5 deduce meaning from context in short texts on a growing range of familiar general and curricular topics.

7.R6 recognise the attitude or opinion of the writer on a range of unfamiliar general and curricular topics.

Level of thinking skills

Comprehension

Application

Analysis

Assessment criteria

  • Identify details of text;

  • Recognise the content of a text using some supporting information.

Task 1

Read the film review and circle the best phrase to complete these sentences.

Task 2

Read the film review again and complete the gaps with a word from the box.

Descriptor

A learner

  • Circles the best phrase to complete the sentences;

  • Completes the gaps with a word from the box.

Answers

Task 1

Task 2

Appendix 4

Formative Assessment

Writing

Unit

Entertainment and Media

Learning Objectives

7.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics.

7.W7 use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics.

Level of thinking skills

Comprehension

Application

Analysis

Assessment criteria

  • Write a film review with appropriate structure and grammatical accuracy.

Task

Write a review of a film that you enjoyed.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Descriptor

A learner

  • Stick to a film review structure;

  • Use Present Simple tense correctly (3-4 mistakes are possible);

  • Write 60 – 80 words;

  • Use at least 5 adjectives to describe a film.

Appendix 5

Reflection card

What have you learnt today?

_____________________________________________________________________________

Could you write the structure of a film review below?

1._________________________________________

2._________________________________________

3._________________________________________

4._________________________________________

What was the most difficult during writing task?

__________________________________________________________________________________________________________________________________________________________

Do you have any questions on the theme “Film review”?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Additional resource 1 (Vocabulary bank)

Talking about Films

  1. Fantastic actors

  2. The film is exactly the same as the book!

  3. To give one’s own opinion of the film

  4. To mention basic information about

  5. Acting

  6. The film is worth seeing!

  7. To be released

  8. A lot of exciting action scenes

  9. To be set in a variety of locations

  10. An impressive soundtrack

  11. To be performed

  12. To be of a high standard

  13. A memorable performance

  14. To highly recommend

  15. It will have you on the edge of your seat until the very end!

  16. You will never regret watching it!

  17. A film with energy and humour

  18. Catchy introduction

  19. Setting

  20. Main/minor characters

  21. Generous

  22. Mean

  23. Cruel

  24. To work in the film industry

  25. To direct a film (The film is directed by …)

  26. to study media production

  27. Computer animation

  28. Filming

  29. A detective film

  30. To star in a film

  31. A script-writer

  32. A producer

  33. Introduction

  34. Conclusion

  35. Performance

  36. In the opening scene

  37. Setting

Additional resource 2

Answers

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