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Инфоурок / Иностранные языки / Другие методич. материалы / Урок по английскому языку на тему "Entertainment and media. A storyboard"(8 класс)

Урок по английскому языку на тему "Entertainment and media. A storyboard"(8 класс)

  • Иностранные языки

Поделитесь материалом с коллегами:

Unit 8.2A Entertainment and Media

NIS of Chemistry and Biology, Atyrau

Date:

Teacher’s name: Atasheva Zh.B. HOD: Bissengaliyeva A.M

Grade:8

Number present:

absent:

Lesson1-2. Speaking and writing: Entertainment and Media (watching a video of storyboard). Pre-writing: A storyboard

Key learning objectives


8.C9 use imagination to express thoughts, ideas, experiences and feelings

8.S1 use formal and informal registers in their talk on a limited range of general and curricular topics

8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

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

Language objectives

Focus on speaking skills

Lesson objectives

SWBAT.

All: create a story using all 6 frames(at least one sentence below the scene) with middle, beginning and end in their story(C9); Use at least 5 past simple verbs and write with minimal grammar mistakes(no more than2)(W3)

Most/some: brainstorm with partner and complete the mind map; write the first draft and refine giving it to your peers; create a storyboard on the topic “Spiderman is returning to rescue the world.”

Value links

Respect diversity of opinions

ICT skills

Videos used as warm up and for brainstorming

Cross curricular links

Kazakhstan in the modern world

Kazakh culture

Questions abour Kazakh films.

Previous learning

Unit revision.

Plan

Planned timings

Teacher activity

Learner activity

Differentiation

Resources

Introduction

10’


Teacher greets learners and explains learning objectives of the lesson. Teacher divides students into 2 groups by means of different colored candies.


Teacher gives feedback whether they did this correctly or not.


Students are divided into 2 groups. One group has 5 cut off pictures, while the next group has 5 sentences. The first group should stand in a proper row and the next group will join their pictures.




Worksheet 1

Main part 15’













10’






5’




2nd lesson

5’








25’

Afterwards, the teacher asks learners what they got as a result of this activity and solicits them to give an explanation of the term “storyboard”. Teacher gives feedback and shows proper explanation on the slide.

After reading the definition of storyboard, the teacher will ask, “Can anyone tell me what 'in sequence' means?”

In sequence = in order/first, second, third/beginning, middle, end.

Vocabulary activity.

Teacher gives students 10cards (5cards for each group) and asks them to find out the definitions for them. Teacher gives feedback.

If teacher will have time he/she can use worksheet cartoon characters. T asks Ss to match the descriptions with the cartoon characters.



Teacher asks students to write 3 things that they like on this lesson and 1 thing that they want to improve.


In order to attract students’ interest teacher shows trailer of the movie “Spiderman” and asks them:

Did you recognize this movie and character?

Then teacher tells that they are going create a storyboard on the topic “Spiderman is returning to rescue the world” in pairs.


Teacher monitors the process.




Peer-assessment.

T asks students assess each other’s work by means of stars.

Students assess each other’s work by means of stars. On the green colour, star students write two things they liked on the lesson and on the red colour star, they write one improvement to their stories.



(G,F,S1) Students work in the same groups and give their definition written on the paper.




Students read carefully the given information and answer fro given question: “Can anyone tell me what 'in sequence' means?”



Students work in the same groups. Beforehand, teacher sticks definitions on the walls around the classroom. Learners are given 10 words and they go around, completing their notes with proper definitions. Students read allowed the definitions for given words.

Students write 3 things that they like on this lesson and 1 thing that they want to improve.



Students watch the trailer of the movie “Spiderman” and answer for given question: Did you recognize this movie and character?


(G,F, S1)Firstly, they brainstorm their ideas on a mind map.

(I,F,W3)After that, they complete their storyboard template with their ideas. They must use all six frames. Each frame must have at least a one-sentence description. There should be an identifiable beginning, middle, and end. They write about something that already happened and use past tense verbs.


Students assess each other’s work by means of stars. On the green colour, star students write two things they liked on the lesson and on the red colour star, they write one improvement to their stories






























Differentiation by support: teacher helps to less-able students by supporting ideas and giving dictionaries.


PPT. Storyboards











Worksheet2



Cartoon characters









https://www.youtube.com/watch?v=MTIP-Ih_GR0


Conclusion 5’

Reflection. Ss summarize and tell what are the main problems that are to be solved


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

More support: Less able students are given discussion phrases.

T monitors Speaking Assessment.

Exercise for eyes in the middle of the lesson

Reflection

Were the Lesson Objectives/Learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

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?




Автор
Дата добавления 09.11.2016
Раздел Иностранные языки
Подраздел Другие методич. материалы
Просмотров12
Номер материала ДБ-335084
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