Бекітемін: Long-term plan unit: 6 ENTERTAINMENT AND School: GKS-12 secondary school MEDIA Lesson 1 Date: 26.01.2019 Teacher’s name: Sagynaeva A.O. Number present: CLASS: 7 absent: Theme of the lesson: Art and media 7.1.5.1- use feedback to set personal learning objectives; Learning objective (s) 7.1.6.1- organize and present information clearly to others that this lesson is 7.3.3.1- give an opinion at discourse level on a growing range of general contributing to 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; All learners will be able to: Most learners will be able to: • learn vocabulary for art and media. Lesson objectives • talk about art and media. Some learners will be able to: Consider classmates' advice and set personal learning objectives based on their feedback Demonstrate an ability to organize and express ideas clearly Success criteria 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 Labour and creativity, cooperation Value links Kazakh, Russian Cross curricular links Plan Stages of the Planned activities (replace the notes below with your Teacher’s notes lesson planned activities) Greet students; students respond to greeting and take their Greeting places. Hello, boys and girls! How are you? Books closed. Write art on the board. Ask: What is art? Background Unit The Gooderham presentation • Put students into small groups and ask them to come up with a definition. Building is in Toronto, • Ask one member of each group to tell the class their Canada. The ‘Flatiron group’s definition. Mural’, by Canadian • Ask students to open their books at page 60 and describe artist Derek Besant, is the photograph. on the back of the • Put students into pairs and give them a couple of minutes building, and shows the to answer the three questions. Perkins Building, which • Check answers with the class and then ask students to use is located across the their smartphones to research other interesting buildings or street. The mural is not murals online. painted onto the wall, • Tell students that the theme of Unit 6 is art in public but onto panels attached places. Suggested answers to the building. • I like the mural because it is unusual. • I think that the artist painted it to make the building more interesting and dynamic. • I wouldn’t like to live there because there are very few windows, so it’s probably dark inside. Warm up Optional activity Optional activity Homework Books closed. Ask students if they ever listen to the news or music on the radio. • 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. 1. LISTENING 2.2 Ask students to open their books at page 61. • Put students into pairs to match the words with the photos. • Play the recording for students to listen, check their answers and repeat the words. • Pay particular attention to students’ pronunciation of sculpture /ˈskʌlptʃə/ and busker /ˈbʌskər/. 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”. 2 • Ask students to copy the chart into their notebooks. Answers • Put students into pairs to complete the chart using the art words and phrases from Exercise 1. exhibition, gallery, graffiti, painting, sculpture music busker, concert, DJ, (radio) media journalist, newspaper, (radio) • 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. • Ask some students to report back to the class on what their partner said. 2.3 Tell students they are going to listen to three students Answers talking about art and media. Alison: newspaper, • Play the recording. radio, journalist • Students listen and say what each person talked about. Philip: painting, gallery, exhibition, sculptures Zara: buskers, graffiti, DJ, concert 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. • Read out the questions and example answer. • Put students into pairs to take it in turns to ask and answer the questions. • 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. • 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-thecollection) • Students show each other the works of art that they find and say what they think of them. Set Exercises 1, 2, 3, 4 and 5 on page 45 of the Workbook for homework. Additional Information Differentiation - how do you plan to give more support? More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support REFLECTION Assessment - how are you planning to check learners` learning? Health and safety check ICT links -through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson. 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?