Long-term plan
unit: 6 ENTERTAINMENT
AND MEDIA
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№1 School-gymnasium
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Lesson
1
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Date: 23.01.2020
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Teacher’s
name: Kadralina Raushan
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CLASS: 7V
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Number
present:
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absent:
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Theme
of the lesson: Art and media
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Learning
objective (s) that this lesson is contributing to
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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;
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Lesson
objectives
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All
learners will be able to:
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Most
learners will be able to:
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learn vocabulary for art and media.
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talk about art and media.
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Some
learners will be able to:
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Success
criteria
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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
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Value
links
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Labour
and creativity, cooperation
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Cross
curricular links
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Kazakh,
Russian
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Plan
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Stages of the lesson
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Planned activities (replace the
notes below with your planned activities)
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Teacher’s notes
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Greeting
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Greet
students; students respond to greeting and take their places.
Hello,
boys and girls! How are you?
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Unit presentation
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Books
closed. Write art on the board. Ask: What is art?
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Put students into small groups and ask them to come up with a definition.
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Ask one member of each group to tell the class their group’s definition.
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Ask students to open their books at page 60 and describe the photograph.
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Put students into pairs and give them a couple of minutes to answer the three
questions.
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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
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I like the mural because it is unusual.
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I think that the artist painted it to make the building more interesting and
dynamic.
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I wouldn’t like to live there because there are very few windows, so it’s
probably dark inside.
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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.
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Warm up
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Books
closed. Ask students if they ever listen to the news or music on the radio.
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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.
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1.
LISTENING
2.2
Ask students to open their books at page 61.
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Put students into pairs to match the words with the photos.
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Play the recording for students to listen, check their answers
and
repeat the words.
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Pay particular attention to students’ pronunciation of
sculpture
/ˈskʌlptʃə/ and busker /ˈbʌskər/.
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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”.
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2
• Ask students to copy the chart into their notebooks.
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Put students into pairs to complete the chart using the
words
and phrases from Exercise 1.
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Answers
art
exhibition, gallery,
graffiti, painting, sculpture
music
busker, concert, DJ,
(radio)
media
journalist, newspaper,
(radio)
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Optional
activity
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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.
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Ask some students to report back to the class on what their partner said.
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2.3
Tell students they are going to listen to three students talking about art
and media.
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Play the recording.
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Students listen and say what each person talked about.
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Answers
Alison:
newspaper, radio, journalist
Philip:
painting, gallery, exhibition, sculptures
Zara:
buskers, graffiti, DJ, concert
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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.
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Read out the questions and example answer.
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Put students into pairs to take it in turns to ask and answer the questions.
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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.
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Optional
activity
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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)
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Students show each other the works of art that they find and say what they
think of them.
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Homework
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Set
Exercises 1, 2, 3, 4 and 5 on page 45 of the
Workbook
for homework.
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Additional
Information
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Differentiation
- how do you plan to give more support?
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Assessment - how
are you planning to check learners` learning?
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Health and
safety check ICT links
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More support will be given to weaker
learners by giving them a modified worksheets in some tasks with greater
support
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-through
questioning and the redirecting of questioning in feedback activities
-through
observation in group and end performance activities
-through
formative task
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-Health promoting techniques
-Breaks and physical activities used.
-Points from Safety rules used at this
lesson.
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REFLECTION
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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?
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