Entertainment and media 7 grade excel

Lesson plan
7.3 B Entertainment 
and Media
Date:  26.01. 2018
Grade 7 
Theme of the lesson:
School: 3, Tekeli
Teacher’s  name: Ushenina T.S.
Number 
present:
Focusing on TV programs and films 
absent:
Learning 
objectives(s) that 
this lesson is 
contributing to
7.C3 Respect differing points of view
7.S5 Keep interaction with peers to negotiate, agree and organize 
priorities and plans for completing classroom tasks
7.UE7 Use a variety of simple perfect forms to express recent, indefinite 
and unfinished past on a range of familiar general and curricular topics
Lesson objectives All learners will be able to:
 Know 50 % of vocabulary related to “Entertainment and media 
 Use present perfect and present simple tenses with no more than 
 Use no more than 2­3phrases to express the opinion about the 
(genres)”;
two or three mistakes;
film.   
Most learners will be able to:
 Know 60 % of vocabulary related to “Entertainment and media 
 Use present perfect and present simple tenses with no more than 
 Use no more than 3­4phrases to express the opinion about the 
(genres)”;
two mistakes;
film.   
(genres)”;
Some learners will be able to: 
 Know 90 % of vocabulary related to “Entertainment and media 
 Use present perfect and present simple tenses with no mistakes;
 Use 5­6 phrases to express the opinion about the film.   
Use subject specific vocabulary, use appropriate Present Perfect and 
Present Simple Tenses
Responsibility , Global Citizenship 
Arts
In the previous unit, learners developed listening and speaking skills 
working creatively and cooperatively in groups while discussing TV 
programmes and films.
Blended learning tools as projector or Smart board for showing a 
presentation, online video resources
Accept diversity of other cultures
Discussion of film genres popular in Kazakhstan 
Student centered teaching: respect, support and scaffolding; 
To create a friendly atmosphere for collaborative work.
Promote a sense of self­esteem and self­respect and respect for others 
among all the learners.
Everyday classroom precautions will ensure that safety measures are 
provided to prevent the exposure of electrical power cords
Language 
objective
Value links
Cross curricular 
links
Previous learning
Use of ICT
Intercultural 
awareness
Kazakh culture
Pastoral Care
Health and 
Safety Planned
timings
2 min.
Planned activities
Resources
 
Group – division: 
Put  strips or stars of coloured paper into a box.
Then, learners should reach inside the box. After
that, learners holding the same colours will form
a group. 
Strips or stars of coloured 
paper according to the number
of learners in class
Lead­in:
3 min.
Show learners the video “Introduction to film 
genres”.  After watching the video learners 
should try to guess the topic of the lesson. Before
watching the video give learners the task to 
answer the questions on the video. Learners can 
work in groups discussing the answers to the 
given questions.
Questions:
1. What are the differences between films which 
you have watched in the video? (Answer: The 
differences between films are genres).  
2. Describe in some words the film genres you 
have watched in the video. (Work in groups)
Elicit the genres from learners and write down 
them on the whiteboard.  Learners should guess 
the lesson objectives (scaffold learners if it is 
necessary).
Today you will:
 Learn new words connected with the film 
genres,  new words  “Entertainment and 
media (films)”;
 Describe the film genres using the new 
vocabulary. 
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PPP slide 4
Unit 7.3 B Entertainment and 
Media. Didactic material 1 
Questions on the video
PPP,  slide 1, 2, 3
The main part of the lesson
Vocabulary practice:
 Give the vocabulary connected with the 
topic of the lesson. Learners should 1) 
think about the headings to the words; 2) 
put them in the boxes under these 
headings. Learners work in groups. Then, 
they exchange their ideas in groups (peer­
assessment). 
Unit 7.3 B Entertainment and 
Media. Didactic material 2 
Vocabulary practice (Level 1)
Unit 7.3 B Entertainment and 
Media. Didactic material 3 
Vocabulary practice (Level 2)
 Give the task guess the name of the film 
5 min.
2
 min.
Main 
part 
15
 min.
10 min. by the description.
 Give the vocabulary adjectives
PPT


 Learners get the task mach the two 
columns
 Learners play “A movie genre” quiz. 
Learners can work in two groups. While 
watching the video task they should try to 
guess the genre they have studied before. 
(WG)  
https://youtube/fyCmFYQJ_7
k online video “A movie 
genre”
Stickers for writing reflection 
on the lesson
Reflection
Give the learners the stickers where they can give
the reflection according to the content of the 
lesson: 


1) What did you learn during the lesson?
 2) What skills did you try to develop during 
the lesson? 
Learners should write three best moments during 
the lesson, and one moment which was  not so 
good.  
Home task:
Learn   the   film   genres   by   heart.   Prepare   the
description of one film genre you like most of all.
Assessment criteria:






no more than 5­6 sentences;
no   more   than   4­5   words   specifically
related to the studied topic;
2­3   pictures   illustrating   the   genre   (e.g.
films);
grammar accuracy;
accurate pronunciation;
fluent speech. Assessment – how are you 
planning to check learners’ 
learning?
Critical thinking
Learners work in groups, apply
skills   and   knowledge   to   a
practical   and   cooperative   task.
Learners work in groups in the
form   of
the   cumulative
discussion.
 
 Observe learners when 
participating in discussion. 
Did the group dynamics 
work? Did each learner 
contribute to the 
discussion? If not, why 
not? (e.g. didn’t understand
what to do; not so 
confident speaking 
English; not interested in 
topic; other) 
 Discuss   with   the   learners
what they learned from the
lesson. Could they express
what   they   had   learned
about   the   topic   of   the
lesson? Could they express
which   skills   they   had
developed?
Additional information
Differentiation – how do 
you plan to give more 
support? How do you 
plan to challenge the 
more able learners?
More support: 
 More support: 
 Provide less able 
learners with the 
vocabulary task on the 
topic so they can make 
up 5 sentences with the
new words. 
 Create mixed ability 
groups for discussion. 
Ensure they are not 
always in the role of 
timekeeper.
 More able learners: 
 Work with the 
vocabulary task on the 
topic so they can make 
up 8 sentences with the
new words. 
 Encourage them to 
justify their opinions.
Summary evaluation
What two things went really well (consider both teaching and learning)?
1: Differentiation of the tasks on the vocabulary practice.
2: Dividing learners into groups for cumulative discussion. Playing the game on the film 
genres using online resource.
What two things would have improved the lesson (consider both teaching and learning)?
1: Work in groups where the learners could be of different abilities (language and prior content
knowledge).
2: Paying attention to the psychological characteristics of the learners.
What have I learned from the lesson about this class or individuals that will inform my next 
lesson?
I will pay attention to the psychological characteristics of the learners in order to distribute the 
work in class among learners (roles in groups). Appendix 1
Questions on the video
Task 1. Watch the video “Introduction to film genres”. 
Task 2. Answer the questions on the video:
1. What are the differences between films which you have watched in the video?
2. Describe in some words the film genres you have watched in the video. Appendix 2
Vocabulary Practice:
Task on the topic “Entertainment and media”. 
Think about the headings to the following words and put them in the boxes under these 
headings:
Film,   presenter,   newscaster,   broadcast,   episode,   switch,   series,   cartoon,   newsflash,
viewer,   commercial,   scene,   quiz,   repeat,     informative,   sitcom,   announcer,   show,   producer,
drama, comedy, interviewer, documentary, talk show. 
Make up 5 sentences with the new words given above. Appendix 3
Vocabulary Practice:
Task on the topic “Entertainment and media”. 
Think about the headings to the following words and put them in the boxes under these 
headings:
Film,   presenter,   newscaster,   broadcast,   episode,   switch,   series,   cartoon,   newsflash,
viewer, commercial, scene, quiz, repeat, informative, sitcom, announcer, show, producer, drama,
comedy, interviewer, documentary,  talk show. 
Make up 8 sentences with the new words given above. Appendix 4
Formative Assessment
Use of English
Student’s name ____________________________________________________  Grade ______
Level 1 
Unit
Learning
Objectives
 
Level
thinking skills
of
Assessment
criteria
7.3B: Entertainment and Media
7.L1 Understand with little support the main points in extended talk on a
limited range of general and curricular topics
7.L4 Understand with little support some of the implied meaning in 
extended talk on a limited range of general and curricular topics.
Comprehension
Application 
Analysis
Identify the possible headings to the words;

 Use at least 5­6 words of the Topical vocabulary;
 Make up 5 sentences with the given words;
 The sentences should be clear, topically related;
 The sentences should be grammatically accurate (using Present 
Perfect forms). Task:
­
­ Read the given words on the topic “Entertainment and Media”;
­ Think about the possible headings to the words;
­
Put the words under these headings;
     Make up 5 sentences using the words given above.
Appendix 5
Formative Assessment
Student’s name ____________________________________________________  Grade ______
Use of English
Level 2 
Unit
Learning
Objectives
 
Level
thinking skills
of
Assessment
criteria
7.3B: Entertainment and Media
7.L1 Understand with little support the main points in extended talk on a
limited range of general and curricular topics
7.L4 Understand with little support some of the implied meaning in 
extended talk on a limited range of general and curricular topics.
Comprehension
Application 
Analysis
Identify the possible headings to the words;

 Use at least 6­8 words of the Topical vocabulary;
 Make up 5 sentences with the given words;
 The sentences should be clear, topically related;
 The sentences should be grammatically accurate (using Present 
Perfect forms). Task:
­
­ Read the given words on the topic “Entertainment and Media”;
­ Think about the possible headings to the words;
­
Put the words under these headings;
     Make up 8 sentences using the words given above.

Short term plan

Lesson plan

Unit of a long term plan ‘Entertainment and Media’	School: №28 “Akbay”
Date:	Teacher name: Dilfuza Yayazova
CLASS: 7	Number present:	absent:
Lesson title	Films
Learning objectives(s) that this lesson is contributing to (link to the Subject programme)	7.C3 respect different points of view 7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics 7.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics
Level of thinking skills	Knowledge, Understanding, Application
Lesson objectives	All learners will be able to — understand the text “Spiderman” and highlight key words; -find in which films the characters have appeared; -complete the email to his/her English pen-friend about his/her favourite film with some supports;
Most learners will be able to : — speak what each film is about using the topical vocabulary with support. -complete the email to his/her English pen-friend about his/her favourite film without support;
Some learners will be able to : — speak what each film is about. -write email to his/her English pen-friend about his/her favourite film
Assessment criteria	A learner will be able to: Demonstrate respect to people’s opinions using lexical units Understand particular facts and parts in reading passage Demonstrate the ability to write grammatically correct sentences on familiar topics
Values links	*Responsibility *to respect each other’s opinions
Cross-curricular liks	Art
Previous learning	Know some film types
Plan
Planned timings	Planned activities (replace the notes below with your planned activities)	Resources
Start 8 min	Greeting learners and setting friendly environment within the classroom. Checking home task and getting feedback from all the class. “Numbers speak” activity: Pre-teaching activity Show learners the video “Introduction to film genres”. After watching the video learners should try to guess the topic of the lesson. Before watching the video give learners the task to answer the questions on the video. Telling the learners that it was a short revision and today’s lesson is the continuation of the previous lesson: What is the video about? What genres of movies do you remember? Informing students with new theme, Lesson Objectives and Assessment criteria
Middle 5 min 7min 15min 7 min	(I) Task 1 (A) Look at the pictures and identify the genre of the film. • comedy • romance • fantasy • horror • western • silent film • science fiction • action • animated cartoon • musical • historical • adventure • documentary (B) Answer the question: Which genre is your favourite one? Descriptor. A learner: Identify the genre of the film Answers the question AFL: oral feedback, self-assessment sheet (P)Task 2 Read the text “Spiderman” correctly. Mark sentences as T (true) or F (false) This is a story of Peter Parker who is a nerdy high-schooler. He was in love with his neighborhood girl Sharon Stone. To say his life is boring. But one day while on an excursion to a laboratory a runaway radioactive spider bites him… and his life changes in a way no one could have imagined. Peter became a super hero with clear vision, ability to cling to surfaces and crawl over walls, shooting webs from his wrist … but the fun isn’t going to last. An eccentric millionaire Norman Osborn became his anemy and try to destroy Spiderman. Peter Parker has to take Green Goblin to the task… or else Goblin will kill him. They come face to face and the war begins in which only one of them will survive at the end. And of course Spiderman doesn’t win. Descriptor. A learner: reads the text correctly marks the sentences as True marks the sentences as False AFL: self –assessment by laminated paper (G.I.) Task 3 “Jeopardy” game. Choose the number and answer the questions: in which films have the characters in the pictures appeared? What is each film about? The student chooses the category . If the student answers correctly, he’ll get the money and choose the next question. If he answers incorrectly, the turn passes to the next student. At challenging levels gives information about the content of the film review Descriptor: A learner: answers the questions correctly AFL: dollar bill, “Best player” nomination Task 4. “Write the email” activity. Write the email to your English pen-friend about your favourite film. Descriptor: A Learner: writes the email to your English pen-friend about your favourite film Differentiation by support for less able students: Complete the email to your English pen-friend about your favourite film using given worksheets Hi …, My favourite film is … . It is a … film. It was directed by … . It stars … . The film is about … . It is … and it has great … . Don’t … ……. AFL: Expert Envoy	Slide shares Slide shares Black box Excel 7, ex 8 p 65
End 3 min	Feedback “Sea&Island”. — Write on the stickers what have you understood; what have you not understood and what do you want to know. if you understand the article and could identify true/false sentences stick your boats on the island. if you don’t understand the article and couldn’t identify true/false sentences and you have any questions, stick your boats on the sea Giving home task: write a short essay «my favorite movie» The lesson is over. See you next lesson!	Stickers like ships
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?	Health and safety check
Differentiation by support for less able students: less able students are supported by prompts, motivational techniques, by key words, worksheets, simple tasks Differentiation for more able students: They are given tasks according to their abilities	Assessment sheet Task 1 Task 2 Task 3 Task 4 dollar bill, “Best player” self –assessment by laminated paper Expert Envoy	Health saving technologies. Using physical exercises and active activities. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.
Reflection Were the lesson objectives/learning objectives realistic? Did all the learners achieve the lesson objectives/ learning objectives? If not, why? 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?

Unit of a long term plan

‘Entertainment and Media’

School: №28 “Akbay”

Date:

Teacher name: Dilfuza Yayazova

CLASS: 7

Number present:

absent:

Lesson title

Films

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

7.C3 respect different points of view

7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics

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

Level of thinking skills

Knowledge, Understanding, Application

Lesson objectives

All learners will be able to

— understand the text “Spiderman” and highlight key words;

-find in which films the characters have appeared;

-complete the email to his/her English pen-friend about his/her favourite film with some supports;

Most learners will be able to :

— speak what each film is about using the topical vocabulary with support.

-complete the email to his/her English pen-friend about his/her favourite film without support;

Some learners will be able to :

— speak what each film is about.

-write email to his/her English pen-friend about his/her favourite film

Assessment criteria

A learner will be able to:

• Demonstrate respect to people’s opinions using lexical units

• Understand particular facts and parts in reading passage

• Demonstrate the ability to write grammatically correct sentences on familiar topics

Values links

*Responsibility

*to respect each other’s opinions

Cross-curricular liks

Art

Previous learning

Know some film types

Plan

Planned timings

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

Resources

Start

8 min

Greeting learners and setting friendly environment within the classroom.

Checking home task and getting feedback from all the class. “Numbers speak” activity:

Pre-teaching activity

Show learners the video “Introduction to film genres”. After watching the video learners should try to guess the topic of the lesson. Before watching the video give learners the task to answer the questions on the video. Telling the learners that it was a short revision and today’s lesson is the continuation of the previous lesson:

1. What is the video about?

2. What genres of movies do you remember?

Informing students with new theme, Lesson Objectives and Assessment criteria

Middle

5 min

7min

15min

7 min

(I) Task 1 (A) Look at the pictures and identify the genre of the film.

• comedy • romance • fantasy • horror • western • silent film • science fiction • action • animated cartoon • musical • historical • adventure • documentary

(B) Answer the question: Which genre is your favourite one?

Descriptor.

A learner:

1. Identify the genre of the film

2. Answers the question

AFL: oral feedback, self-assessment sheet

(P)Task 2 Read the text “Spiderman” correctly. Mark sentences as T (true) or F (false)

This is a story of Peter Parker who is a nerdy high-schooler. He was in love with his neighborhood girl Sharon Stone. To say his life is boring. But one day while on an excursion to a laboratory a runaway radioactive spider bites him… and his life changes in a way no one could have imagined. Peter became a super hero with clear vision, ability to cling to surfaces and crawl over walls, shooting webs from his wrist … but the fun isn’t going to last. An eccentric millionaire Norman Osborn became his anemy and try to destroy Spiderman. Peter Parker has to take Green Goblin to the task… or else Goblin will kill him. They come face to face and the war begins in which only one of them will survive at the end. And of course Spiderman doesn’t win.

Descriptor.

A learner:

1. reads the text correctly

2. marks the sentences as True

3. marks the sentences as False

AFL: self –assessment by laminated paper

(G.I.) Task 3 “Jeopardy” game.

Choose the number and answer the questions: in which films have the characters in the pictures appeared? What is each film about?

The student chooses the category . If the student answers correctly, he’ll get the money and choose the next question. If he answers incorrectly, the turn passes to the next student. At challenging levels gives information about the content of the film review

Descriptor: A learner:

1. answers the questions correctly

AFL: dollar bill, “Best player” nomination

Task 4. “Write the email” activity.

Write the email to your English pen-friend about your favourite film.

Descriptor:

A Learner:

1. writes the email to your English pen-friend about your favourite film

Differentiation by support for less able students: Complete the email to your English pen-friend about your favourite film using given worksheets

Hi …,

My favourite film is … . It is a … film. It was directed

by … . It stars … . The film is about … . It is … and it

has great … . Don’t … …….

AFL: Expert Envoy

Slide shares

Slide shares

Black box

Excel 7, ex 8 p 65

End

3 min

Feedback

“Sea&Island”.

— Write on the stickers what have you understood; what have you not understood and what do you want to know. if you understand the article and could identify true/false sentences stick your boats on the island. if you don’t understand the article and couldn’t identify true/false sentences and you have any questions, stick your boats on the sea

Giving home task: write a short essay «my favorite movie»

The lesson is over. See you next lesson!

Stickers like ships

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?

Differentiation by support for less able students: less able students are supported by prompts, motivational techniques, by key words, worksheets, simple tasks

Differentiation for more able students: They are given tasks according to their abilities

1. Assessment sheet

Task 1
Task 2
Task 3
Task 4

1. dollar bill, “Best player”

2. self –assessment by laminated paper

3. Expert Envoy

Health saving technologies.

Using physical exercises and active activities.

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

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

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?

Ашық сабақ «“Entertainment and media” » 7 form

Назар аударыңыз, сертификатты “менің материалдарым” деген бетте жүктеп алуға болады