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7.3B Entertainment and Media Term 3 Unit 2 |
School: |
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Date: |
Teacher’s name:
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Grade 7 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Reading and writing a film review. |
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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 |
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Lesson objectives |
All learners will be able to: |
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· 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. |
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Most learners will be able to: |
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· 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. |
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Some learners will be able to: |
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· 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.
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Language objective |
Vocabulary related to film review Present Simple tense |
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Value links |
Transparency, cooperation, academic honesty |
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Cross curricular links |
Art
and design, literature |
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Previous learning |
Reading and talking about film genres |
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Use of ICT |
Projector or Smart board for showing a presentation, using on-line dictionaries |
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Intercultural awareness |
Write about Kazakhstani and foreign films |
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Kazakh culture |
Think and write about Kazakhstani films |
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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. |
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Health and Safety |
Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords. |
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Planned timings |
Planned activities |
Resources |
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5 minutes
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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
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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: ü Stick to a film review structure ü Uses Present Simple tense correctly (3-4 mistakes are possible) ü Write 60 – 80 words ü Use at least 5 adjectives to describe a film
Optional: during writing task teacher may provide learners with vocabulary bank.
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Appendix 2
PPP slide 5
PPP slide 6
Appendix 3
PPP slide 7,8
Appendix 4
PPP slide 9,10
Additional resource 1 |
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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 |
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End 1min |
Feedback: Teacher asks learners what task was difficult to them and which pair worked well. |
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Additional information |
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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 |
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· 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.
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· 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. |
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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? |
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Appendix 1
Warm – up
“Put in order” exercise (this exercise should be cut into paragraphs and mixed)
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A review of War of the Worlds
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I recently went to see War of the Worlds. It’s a science fiction film starring Tom Cruise.
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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.
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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.
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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.
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Appendix 2
Pre – reading for less able learners
Answers
Pre – reading for more able learners
Answers
Appendix 3
Formative Assessment
Reading (*)
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Unit |
Entertainment and Media |
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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. |
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Level of thinking skills |
Comprehension Application Analysis |
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Assessment criteria |
· Identify details of text; · Recognise the content of a text using some supporting information. |
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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.
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Descriptor |
A learner |
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· Circles the best option to complete the sentences; |
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· Comprehends the task and marks sentences fact or opinion. |
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Answers
Task 1
Task 2
Appendix 3
Formative Assessment
Reading (**)
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Unit |
Entertainment and Media |
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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. |
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Level of thinking skills |
Comprehension Application Analysis |
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Assessment criteria |
· Identify details of text; · Recognise the content of a text using some supporting information. |
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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.
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Descriptor |
A learner |
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· Circles the best phrase to complete the sentences; |
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· Completes the gaps with a word from the box. |
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Answers
Task 1
Task 2
Appendix 4
Formative Assessment
Writing
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Unit |
Entertainment and Media |
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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. |
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Level of thinking skills |
Comprehension Application Analysis |
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Assessment criteria |
· Write a film review with appropriate structure and grammatical accuracy. |
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Task Write a review of a film that you enjoyed.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Descriptor |
A learner |
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· Stick to a film review structure; |
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· Use Present Simple tense correctly (3-4 mistakes are possible); |
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· Write 60 – 80 words; |
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· Use at least 5 adjectives to describe a film. |
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Appendix 5
Reflection card
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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”? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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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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