Reading and writing a film review

7.3B Entertainment and Media Term 3 Unit 2School: Date: ______.02.2017Teacher’s name: Grade 7 __Number present:Number absent:Theme of the lesson:Reading and writing a film review. Learning objectives(s) that this lesson is contributing to7.R3 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts7.R5 deduce meaning from context in short texts on a growing range of familiar general and curricular topics7.R6 recognise the attitude or opinion of the writer on a range of unfamiliar general and curricular topics7.UE3 use a growing variety of compound adjectives and adjectives as participles7.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics7.W7 use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topicsLesson objectives All learners will be able to:
  • Read a film review and do the preparation task (mark sentences as True or False or write words in correct group);
  • Read a film review and circle the best answer;
  • Write a film review in accordance with film review structure.
  • Most learners will be able to:
  • Provide unprepared speech to answer a variety of questions at sentence level and in conversations with some flexibility;
  • Write a film review with minor mistakes.
  • Some learners will be able to:
  • Read a film review and do all the reading tasks without mistakes;
  • Write a film review using a variety of adjectives;
  • Assist less able learners during pair and class work.
  • Language objectiveVocabulary related to film reviewPresent Simple tenseValue linksTransparency, cooperation, academic honesty Cross curricular linksArt and design, literaturePrevious learningReading and talking about film genresUse of ICTProjector or Smart board for showing a presentation, using on-line dictionariesIntercultural awarenessWrite about Kazakhstani and foreign filmsKazakh cultureThink and write about Kazakhstani filmsPastoral CareStudent centered teaching: respect, support and scaffolding; To create a friendly atmosphere for collaborative work.Promote a sense of self-esteem and self-respect and respect for others among all the learners.Health and SafetyEveryday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.Planned timingsPlanned activitiesResources

    5 minutes

    Warm-up Put in order

  • (P) Learners read paragraphs and put them in correct order. While working in pairs, learners collaborate and help each other for getting better results. At the end they should have a film review. Then teacher shows the correct order of the paragraphs on the board. Learners check themselves.
  • Learners together with the teacher come to the lesson theme and objectives.
  • Appendix 1

    PPP slide 2

    PPP slide 3, 4

    Main part10 min.

    15 min.

    The main part of the lesson

  • Pre – reading Task
  • (P) Before learners start reading, teacher let them choose the reading task according to their language level (* – easier task) or (** – more challenging task). After that teacher asks them to sit with a partner with the same text and do the preparation exercise in pairs. Preparation exercises are also differentiated according to the learners’ language level.Teacher together with the learners check the answers in open class.Before reading teacher discusses the assessment criteria together with the learners:Easier task (“Hunger games”) – 11 out of 14 should be done correctly (80 %)More challenging task (“Skyfall”) – 13 out of 16 should be done correctly (80%)

  • Reading task
  • (I) Teacher suggests reading activities to the learners. Learners read the texts “Hunger games” or “Skyfall”. They get a sheet and do the following exercises: multiple choice, gap filling, true/false.During the reading task learners are allowed to use on – line dictionaries.

    For less able learners – text “Hunger games” (*)For more able learners – text “Skyfall (**)The texts and reading exercises are differentiated according to the learners language level.

  • Peer assessment
  • (I W) Teacher shows the right answers on the board. Learners exchange their worksheets with a partner and check themselves according with the assessment criteria.Teacher asks learners to explain the right choice in reading tasks.

  • Speaking on film review structure
  • (W) Teacher suggests learners to discuss a film review structure asking them the following questions:How many paragraphs should we write in a film review?What should we write in paragraph 1? 2? 3? And 4?

  • Writing task
  • Teacher suggests learners to write a review of a film that they enjoyed. Teacher discusses the assessment criteria together with the learners. Assessment criteria:

  • Stick to a film review structure
  • Uses Present Simple tense correctly (3-4 mistakes are possible)
  • Write 60 – 80 words
  • Use at least 5 adjectives to describe a film
  • Optional: during writing task teacher may provide learners with vocabulary bank.

    Appendix 2

    PPP slide 5

    PPP slide 6

    Appendix 3

    PPP slide 7,8

    Appendix 4

    PPP slide 9,10

    Additional resource 1

    5 min.
  • Reflection
  • What have you learnt today?Could you write the structure of a film review below?What was the most difficult during writing task?Do you have any questions on the theme “Film review”?Then teacher gives some comments for better achievements.

  • Home task
  • Read different film reviews in the internet and prepare for summative assessment for the unit “Entertainment and Media”.Appendix 5

    PPP slide 11

    PPP slide 12

    End1minFeedback: Teacher asks learners what task was difficult to them and which pair worked well. Additional informationDifferentiation – 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

  • Less able learners: provide less able learners with vocabulary bank list.
  • More able learners: make analysis of their work and help weaker ones to arrange information.
  • Reading tasks are differentiated according to the learners’ language level: from easier to more challenging.
  • Monitor learners to check they can write a film review.
  • Observe learners when participating in speaking. Did each learner contribute to the speaking and discussion? If not, why?
  • Did all learners manage to do the reading exercises correctly? If not, why?
  • Some questions provide critical thinking while answering to them.Summary evaluationWhat 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 the lesson about this class or individuals that will inform my next lesson?

    Appendix 1Warm – upPut in order” exercise (this exercise should be cut into paragraphs and mixed)

    A review of War of the WorldsI recently went to see War of the Worlds. It’s a science fiction film starring Tom Cruise.The film is based on a book written over 100 years ago, although it is set in modern times. The story is very gripping. It’s about alien machines from space which land on Earth. Nevertheless, the film has a happy ending. The acting is very good. Tom Cruise, who plays a father who is looking for his family, is excellent, as usual. However, I didn’t think Dakota Fanning was very convincing as his daughter. The special effects were incredible – the machines looked terrifying, and there were some very scary moments which I didn’t enjoy.This is a classic Spielberg film: fast – moving, not too violent, and full of action. In spite of the fact that it was a bit scary, overall I enjoyed it. Go and see it if you can.