Урок на тему " Entertainment and Media "

7.3B Entertainment and Media			School:
Date:			Teacher’s name:
Grade			Number present:		absent:
Learning objectives(s) that this lesson is contributing to		7.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups. 7.S3 give an opinion at discourse level on a growing range of general and curricular topics. 7.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts.
Lesson objectives		All learners will be able to:
		·         understand with limited support the main points of the text on watching TV; ·         give an opinion at sentence level on the topic of watching TV with peers or teacher’s support;
		Most learners will be able to:
		·         understand with some support the main points and some of the details of the text on watching TV; ·         give an opinion at sentence level on the topic of watching TV with little or no teacher’s support;
		Some learners will be able to:
		·         understand the main points and all the details of the text on watching TV; ·         give an opinion at sentence level on the topic of watching TV with no teacher’s support;
Language objective		Use subject specific vocabulary: types of TV programs, new words from the text.
Value links		Cooperation, Academic honesty and transparency, Respect for yourself and others, Transparency
Crosscurricular links		Languages and Art as topic of Television is mainly discussed on these lessons.
Previous learning		Learners have studied the topic of Communication and Technology in the Term 1, so they know the types of the programs and some of TV vocabulary.
Useof ICT		Projector or Active board for showing a presentation
Intercultural awareness		Learners compare the information they learnt about other countries with the situation in Kazakhstan.
Kazakh culture		The importance of TV for Kazakhstan families.
Pastoral Care		Assure the needs of all learners are met.
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
10min 20min 10min	Warming-up: A snowball game (W) ·      Learners say one word one by one revising the vocabulary they learnt last lesson: quiz show, news program, disgusting etc.; the game continues until learners cannot produce more words, every student should say a new word and repeat the previous words. ·      Teacher presents the lesson objectives: Today you will: •      Do the test and find out how TV-addicted you are; •      Read about TV addiction; •      Do comprehension tasks on reading; •      Learn new vocabulary on the topic; Speaking in pairs: “Are you a telly addict?”  (P) f Before handing out the worksheets with tests, teacher should check understanding of the words: a telly, to be on, remote control and other words related to the topic of watching TV as well as their understanding of the problem. Teacher may ask questions what TV addiction is and why people should care about it. Learners receive the cards and ask each other the questions, a teacher should encourage them to give details, not just say ‘yes\no’. Assessment criteria for speaking task: -          Grammar accuracy (no more than 3-4 mistakes); -          Full answer; -          Correct pronunciation; After answering the questions learners can check their results from the slide: •      1-2 ticks: You don’t have a problem with TV. You probably do more interesting things in your free time and prefer reading to watching TV. •      3-4 ticks: You like watching TV, but it doesn’t control your life. You probably only watch the programmes you really like and turn off the TV when they finish. •      5-6 ticks: You probably watch too much television. Why don’t you go for a walk instead – when your favourite programme isn’t on, of course! •      7-8 ticks: You are totally addicted to TV! You probably love your TV more than your friends! Learners may discuss their results in open class or in small groups saying whether they agree with the result or not, they may also give advice to those learners who are addicted to the TV. Reading: Get rid of your TV! (I) f ·      Learners are given the worksheets with texts and tasks. While reading the first time learners do True\False task. More able learners are given harder questions, less able – easier ones. ·      After reading the second time learners focus their attention on the facts and figures. More able learners have just figures; they need to complete the information, less able have variants; they need to match facts and figures. Answers are on the slide for both worksheets. ·      Answers: Task 1. •      1. F  •      2. F •      3. T •      4. F •      5. T Task 2. 27 Hours of TV watched by men 20,000 Adverts on TV children see 24 Hours of TV watched by women 16,000 Murders on TV children see 25 Millions of people turn their TVs off Post-reading: Situation in Kazakhstan (W) After reading the text learners know some figures about other English-speaking countries, teacher may ask questions about Kazakhstan: -          Is this situation ever true for Kazakhstan? -          Do children in Kazakhstan suffer from TV-addiction? -          … Reflection: Learners are given sticky papers to write their opinion on the lesson, they should write WOW W – what they watch; O – how often; W –why they like it; Homework: Teacher prints out and hands out the worksheets with tasks (fillable task).						PPT slides 1, 2 PPT slide 3, 4 Appendix 1. PPT slide 5 Appendix 2. Appendix 3. Appendix 4. Appendix 5. PPT slide 6 Appendix 6.
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
·      Provide less able learners while they have pair discussion. ·      While reading, more able learners will be given True\False and matching task with no variants; less able – easier True\False task and matching task with variants.				·      Speaking is assessed while observing pair discussion, common mistakes could be highlighted after the activity; Reading is assessed according to the marking scheme: Task 1 – 4 out of 5 must be correct; Task 2 – 4 out of 5 must be correct;  Home work will be assessed next lesson in pairs;		Learners work in groups or pairs, apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson features reflect values as suggested in the Trilingual Implementation Strategy, and correlate with the aims of critical and creative thinking, and effective communication set out in the Subject Programme for G7 English.
Summary evaluation What two things went really well (consider both teaching and learning)? 1: learners like the idea of turning the TV off; 2: learners achieved lesson objectives; What two things would have improved the lesson (consider both teaching and learning)? 1: more vocabulary activities; 2: relevant statistics about TV-addiction in Kazakhstan; What have I learned from the lesson about this class or individuals that will inform my next lesson? Learners need more time for speaking practice.

Appendix 1.

Didactic material - Quiz

Are you a telly addict?

Questions:	Your answers	Your partner’s answers
1.     Do you watch TV for more than twenty hours a week?
2.    Have you ever watched TV all night?
3.    Do you ever work or study with the TV on?
4.    Have you got a TV in your bedroom or kitchen?
5.    Do you always have to have the remote control?
6.    Do you sometimes have dinner in front of the TV?
7.    Do you know exactly when all your favourite programmes are on?
8.    Have you ever missed something important because you wanted to watch TV?

Appendix 2.

Didactic material for less able learners.

Anti-television	Против просмотра телевидения
Exciting	Волнующий
Instead	Вместо
Average	Средний, среднестатистический
Frightening	Пугающий
Murder	Убийство
Advert	Реклама
Turn off	Выключить

Appendix 3.

Didactic material for more able learners.

Anti-television	The campaign against watching TV
Exciting	Very interesting experience giving a lot of positive emotions
Instead	Replacing something another
Average	Ordinary, common, every single one
Frightening	Terrifying, something to be afraid of
Murder	The act of killing a person
Advert	Short form of an advertisement
Turn off	Not to use, switch off, unplug something

Appendix 4.

Formative assessment for less able learners.

Unit: 7.3B 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
Level of thinking skills	Knowledge and comprehension Application Analysis
Assessment criteria	Learners will achieve this objective if they can: -          Answer True\False questions – 4 out of 5 correctly; -          Match the figures and information – 4 out of 5 correctly;
Task	Could you live without television for a week? That’s what millions of people do every April as part of TV Turnoff Week, which is organized by anti-television groups like NoTV.com and White Dot. ‘Sure, TV can sometimes be fun and exciting, especially when you’re tired at the end of the day,’ says Rudy Matthews form NoTV.com, ‘but most of the time it’s just boring. We want people to turn off the TV for a week and do something more interesting instead.” You may be surprised how much television we watch. The average American family watches TV for 7 hours and 40 minutes every day and British men watch 27 hours a week (British women watch ‘only’ 24 hours). This means we spend over ten of our life watching TV – what a frightening fact! Many people are worried about how much TV children watch. Every American child sees 16,000 murders on TV before they are 18 and 20,000 adverts every year. Teacher Susan Walsh thinks this is a problem. ‘Children in the USA spend more time watching TV than in school and that’s very worrying.’ TV Turnoff Week started in the USA in 1995 and now happens every year in the UK, France, Holland and Australia. More than 25 million people have turned off their TV, so why don’t you do the same? Read the text and answer True\False: 1.      People cannot live without TV for a week. 2.      TV is exciting at the end of the day. 3.      British women watch less TV than British men. 4.      People watch TV for a half of their life. 5.      Children should not watch so much TV according to the teacher Susan Walsh. Read the text and match the figures to the information: 27 Millions of people turn their TVs off 20,000 Hours of TV watched by men 24 Murders on TV children see 16,000 Adverts on TV children see 25 Hours of TV watched by women

Appendix 5.

Formative assessment for more able learners.

Unit: 7.3B 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
Level of thinking skills	Knowledge and comprehension Application Analysis
Assessment criteria	Learners will achieve this objective if they can: -          Answer True\False questions – 4 out of 5 correctly; -          Write information for the figures  – 4 out of 5 correctly;
Task	Could you live without television for a week? That’s what millions of people do every April as part of TV Turnoff Week, which is organized by anti-television groups like NoTV.com and White Dot. ‘Sure, TV can sometimes be fun and exciting, especially when you’re tired at the end of the day,’ says Rudy Matthews form NoTV.com, ‘but most of the time it’s just boring. We want people to turn off the TV for a week and do something more interesting instead.” You may be surprised how much television we watch. The average American family watches TV for 7 hours and 40 minutes every day and British men watch 27 hours a week (British women watch ‘only’ 24 hours). This means we spend over ten of our life watching TV – what a frightening fact! Many people are worried about how much TV children watch. Every American child sees 16,000 murders on TV before they are 18 and 20,000 adverts every year. Teacher Susan Walsh thinks this is a problem. ‘Children in the USA spend more time watching TV than in school and that’s very worrying.’ TV Turnoff Week started in the USA in 1995 and now happens every year in the UK, France, Holland and Australia. More than 25 million people have turned off their TV, so why don’t you do the same? Read the text and answer True\False: 6.      People cannot live without TV for a week. 7.      TV is boring, that is why Rudy Matthews want people to watch it. 8.      The number of British women watching TV is a little bit less TV than the number of British men. 9.      People spend a decade of their life by watching TV. 10.  Children should not watch so much TV according to the teacher Susan Walsh. Read the text and write the information for the figures: 27 20,000 24 16,000 25

Appendix 6.

Home task.

Look at the TV programmes.

Which words describe TV programmes?

Which words describe people on TV?

• a ‘comedy

• a ‘drama series

• a pres'enter

• a ‘newsreader

• a docu’mentary

• a game show

• a chat show

• a soap opera

• a ‘commentator

Use the words in exercise one to complete the sentences below:

a) Did you see the first episode of the new ________________ on TV last night? The actors were very good, and the story was very interesting but very sad.

b) Jill Newman is a __________________ on breakfast television. She introduces the programme and talks to guests. Before that, she was a ____________________ on News at Ten. c) Did you watch the __________________ about the history of India?

d) It’s on at seven o’clock four times a week. It’s my favourite ______________________. I know the people in the programme. They are like friends.

e) It’s a fantastic ___________________. If you answer ten questions correctly, you can win a million pounds. f) Did you see Tom Cruise on TV last night? He was interviewed by Jonathan Pross on his new ___________________.

g) I think Jon Botson is a great ____________________. He gets very excited when he describes somebody scoring a goal in a football match.

h) It was a very funny __________________. I laughed and laughed.