LESSON PLAN

Long-term plan: III term School: Shubarkuduk General Education School № 2Date: 19.04.2019 Teacher’s name: Zhumasheva ZhainagulCLASS: 9 Number present: absent:Theme of the lesson: Music and FilmLearning objectives that this lesson is contributing to

9.1.8.1 develop intercultural awareness through reading and discussion;9.3.3.1 explain and justify their own point of view on a range of general and curricular topics;9.4.5.1 deduce meaning from context in extended texts on a range of familiar general and curricular topics;

Lesson objectives All learners will be able to: recognize given information about films; complete short conversations to describe the film; prepare answers to given questions according to the review;

Most learners will be able to: demonstrate their knowledge on the given theme during the lesson about

film; use a wide range of general and curricular topics

Some learners will be able to: identify curricular and general topics to describe films express their own opinion on the topic

Assessment criteria explain the key words in the text to understand the detail of an argument identify the arguments to answer questions

Value links using imagination to express thoughts, ideas, experiences and feelings respect the point of view of each other cooperation in working in groups

Cross-curricular links Mangilik Yel, Cinema, Literature, Russian, Kazakh

ICT links Processing information on the interactive board

Previous learning Vocabulary on topic

PlanPlanned timings

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

Resources

Start0-3 min.

3 min.

Organization moment: - Talking on duty.Checking up the home task. Warm up activity by "ODD ONE OUT" active method. On the Active Board there will be the words on different themes and students must choose the odd word. Then looking at the odd words students must guess the theme of the lesson.make model cars

horror take photos go skydiving

collect stamps

national games

stadium horse racing piano swimming

violin field woods river mountain

war unemployment racial discriminatio

poverty thriller

Power Point PresentationExcel Students' Book

2 min.

n

crime novel trumpet comedy science fiction

flag comedy nation costumes festival

I use this active method because it obliges pupils to think about the characteristics of words, sentences, ideas, places, people or things – depending on the learning area in question. They are encouraged to explore for themselves the similarities and differences between these things, to foster an understanding of any other relationships between them and to categorize accordingly.Divide class into 2 groups by distributing cards such as: "MUSIC" and "FILM".

Middle

5 min.

7 min.

When students are divided in two groups and took their seats I'll give them the next task.

Setting up students for a lesson.

Here I use RESEARCH GRID TECHNIQUE. Students take responsibility for their own learning. They can consult within the group to reach the best answer to a particular question. They help each other to build high quality answers.

1.Star Wars b. The forces of good and evil fight a battle across space that will decide the fate of the galaxy.

2.Mamma Mia d. Join a great cast on a beautiful Greek island for this all- singing, all- dancing film about finding love.

3.Frozen c. Children everywhere will enjoy this magical story about what true love really means.

4.Heart Of The Sea

a. This film will keep you on the edge of your seat as you watch the brave grow of the Essex fight for their lives in the pacific ocean.

Presenting new words

Excel Students' Book

Paper with the task

Power Point Presentation

Differentiation: In this task all learners will be able to find translations of given words.Most learners will be able to distinguish given words.Some learners will be able to give definitions to the given words. Rush, wonder, precious, capture, operate, dust, drone, support.Rush [rʌʃ] гл. мчаться, помчаться, понестись сущ. спешка, прилив прил. стремительныйWonder [ˈwʌndə] гл.удивляться, недоумевать, дивиться, интересоваться, задавать вопрос, спрашивать себя сущ.чудо, диво,знамение, удивление нареч.неудивительноPrecious [ˈpreʃəs]прил.драгоценный, бесценный, ценный, дорогой прич.любимый сущ.драгоценность Capture [ˈkæpʧə] гл.захватить, захватывать, завладеть, схватить, фиксировать, записывать сущ.захват, взятие, поимка Operate [ˈɔpəreɪt]гл. работать, действовать, функционировать, срабатывать, управлять, эксплуатировать, оперировать, использоватьDust [dʌst] сущ. пыль, прах, мусор, порошок, пылинка гл. посыпать, пылиться прил. пылевой, пыльный, пылеулавливающийDrone [drəʊn] сущ. гул, жужжание, гудение, бездельник гл. гудеть, бубнить, жужжать прил. беспилотный, радиоуправляемыйSupport [səˈpɔːt] сущ.поддержка, сопровождение, помощь гл.поддерживать, обеспечивать, оказывать поддержку прил. опорный

Definitions:Rush v. to (cause to) go or do something very quickly;

n. a situation in which you have to hurry or move somewhere quickly;

Wonder v. to  ask  yourself  questions  or  express  a  wish  to  know  about something;n. a  feeling  of  great  surprise  and  admiration  caused by  seeing  or experiencing something that is  strange  and new;

Precious

adj. of great value because of being rare, expensive, or important very;

Capture v. to take someone as a prisoner, or to take something

Cards

Cards

3 min.

8 min.

into your possession, especially by force;n. the process of changing information into a form that a computer or other machine can process and store;

Operate v. to (cause to) work, be in action or have an effect;Dust n.dry  dirt  in the  form  of  powder  that  covers surfaces

inside a  building, or very  small  dry  pieces  of  soil, sand, or other substances;v. to use a cloth to remove dust from the surface of something;

Drone n. a new machine to film the things from the high; v. to make a  low  continuous  noise  that does not  change  its  note;

Support v. to agree with and give encouragement to someone or something because you want him, her, or it to succeed;n. agreement with and encouragement for an  idea,  group, or person;

Descriptor :1)less able students work with vocabulary and find Russian equivalents of the words2)more able students distinguish the words, for example, where which of them nouns, which of them verbs etc.3)the most able students can give English equivalents to the given words Formative assessmentStudents work in pairs. they evaluate each other by the "Self- and peer- assessment" using adjectives such as bright, well, easily, dynamic, efficient, quietly, quickly, capable etc.Pre- reading task: For the next task I use Brain Droplets Technique. Pre-teaching drawing out ideas at start of a topic. Look at the picture and guess what this film will be about.

While reading task. Read the review of the film . Read the sentences A-G attentively and put the sentences in the review in the right order.

A. He contacted the photographer and travelled to one of the most remote locations on Earth to find her and her family.B. They even drove alongside Aisholpan and her father as they were riding their horses, filming out of the open door of their van!

Paper with descriptor

Power Point Presentation,A3 poster

Excel Student' Book

C. They knew Aisholpan needed to tell her own story.D. But the crew were creative.E. The most inspirational though, are the ones that are based on true stories .F. She had a dream and, with the support of her family, her own strong will, talent and self- belief, she achieved that dream. G. But that didn't stop Aisholpan.Descriptor:1. Chooses E for the 1st gap2. Chooses G for the 2nd gap3. Chooses A for the 3rd gap4. Chooses B for the 4th gap5. Chooses C for the 5th gap6. Chooses F for the 6th gapFormative assessment task to reveal the understanding of the text by pupils. I distribute pupils individually evaluation sheet. What's your score? # Students' understanding Students'

answerRight answer

1 the 1st gap2 the 2nd gap3 the 3rd gap4 the 4th gap5 the 5th gap6 the 6th gap

# Students' understanding Students' answer

Right answer

1 Chooses E for the 1st gap E2 Chooses G for the 2nd gap G3 Chooses A for the 3rd gap A4 Chooses B for the 4th gap B5 Chooses C for the 5th gap C6 Chooses F for the 6th gap F

5-6 points- You are an excellent student!

3-4 points – You are a good student!

2  points – Try well next time

Self- evaluation paper

End4 min.

3 min.

Assignment task.Studentsmwork in pairs and answer the questions:1) Why was Aisholpan's dream of becoming an eagle hunter

unusual?2) How did Otto Bell find out about Aosholpan?3) What challengers did the crew of The Eagle Hunters face?4) What did Aisholpan wish for when she was a teenager? Did she

make her wish come true?5) Who was the person who got impired by her? How did their

work pay off?Reflection through the questionnaire. students answer the

questions individually:

Handout

Reflection

2 min.Home work:Put the words in the box in the sentences

strong closing true aerial praised1. I like films that are based on ___ stories and real events.2. They used drones to film the ___ shots in The Eagle Hunters.3. He always watches the ___ credits because he likes to find out

the names of the actors.4. Her latest film was highly ___ by critics.5. You often need a(n) will as well as talent to succeed in the film

industry.

questionnaire

Additional informationDifferentiation – how do you plan to give more support? How do you plan to challenge the more able learner ?

Assessment – how are you planning to check learners’ learning?

Health and safety check

I can differentiate my students according to their abilities. More able students can name the definitions of the words and distinguish the parts of speech whereas less able students find the translations of the words

Self- and peer- assessment, teacher's monitoring, feedback.Feedback is provide after each stage

I monitor students' posture and correct sitting.Active learning.

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. - The lesson objectives were realistic because I considered all possibilities of the students when developed assignments.- All learners achieved the lesson objectives and learning objectives because all tasks have chosen according to students' possibilities and class followed the rules how to work in groups.My planned differentiation worked well because students coped with the tasks.I sticked timings because I developed in my lesson plan every minute.

Summary evaluationWhat two things went really well (consider both teaching and learning)?1: Group working2: Pair working

What two things would have improved the lesson (consider both teaching and learning)?1: Self-assessment2: DiscussionWhat have I learned from this lesson about the class or individuals that will inform my next lesson?