Unit: Unit 3 Entertainment and media School:

Lesson 1
Date: Teacher’s name:
CLASS: 8Ә,8Б,8В Number present: absent:
Theme of the lesson: Entertainment and media
Learning objective (s) that this 8.1.1.1 use speaking and listening skills to solve problems creatively and
lesson is contributing to cooperatively in groups;
8.2.1.1 understand with little or no support the main points in extended talk
on a wide range of general and curricular topics;
8.5.7.1 use with minimal support appropriate layout at text level for a range
of written genres on familiar general and curricular topics;
• learn vocabulary for entertainment and media.
Lesson objectives • listen to people talking about forms of entertainment.
• talk about the types of entertainment that are most important to them.
Plan
Planned Planned activities Learners’ activities Evaluation Resource
timings s

Greeting Greet students students respond to greeting

and take their places.
Unit Books closed. Ask students what kind •Students can then compare
presentatio of entertainment they enjoy. Most answers in pairs before you
n students will probably say watching check answers with the
TV or listening to music. class..
Ask: Where can we find Suggested answer
entertainment? If students are • The man is walking on a Mutual pictures
struggling, guide them towards ideas tight rope in the street with a evaluation
such as theatres, public spaces and the crowd watching.
Internet. •Living statues, street
Ask students to open their books at musicians, jugglers and
page 30. acrobats are all similar types
•Refer students to the photo and ask of entertainment.
them to describe it. •There are many street
•Give students a couple of minutes to artists in the centre of town
answer the three questions. Encourage where I live. Most of them
students to speculate about the man in dress up as statues and stay
the photo. still for many hours.
Warm up •Books closed. Write entertainment Ss write a list of as many Mutual SB
and media on the board. forms of entertainment as avaluation
•Put students into pairs. Give students they can.
90 seconds to write a list of as many Ss describe types of
forms of entertainment as they can. entertainment
•Make this competitive by telling
students the pair that comes up with Students win a point for
the most types of entertainment wins. each correct answer. The
•Alternatively, as a way of introducing team with the most points at Individual
the idea of describing events, put the end wins. avaluation
students into teams to describe types
of entertainment (do not choose any of
the ones on page 31) and ask students
to put their hand up and say the word
if they know it.
Practice Listening 1.21 Ss listen the recorder, Mutual CD1.21
Ask students to open their books at students may struggle in avaluation
page 31. particular with photos b and Individual
•Put students into pairs to match the c. avaluation
words with the photos. Point out that Answers
there is an element of guesswork in a play b video clip c
 this exercise as only small parts of thedocumentary d ballet e
activities are shown in the photos. soap opera f blog g circus
h chat show
•Put students into pairs. Write answers Individual
•Ask students to say why each of the a blog, video clip b avaluation
forms of entertainment in Exercise 1 is documentary, soap opera,
important in our everyday lives. chat show c play, ballet,
•Check answers. circus
Tell students they are going to match Ss match the beginnings and Individual
the beginnings and the ends of the the ends of the sentences. avaluation
sentences. Answers
• Check answers. 1f2h3e4a5g6c7b8d
1.22 Tell students they are going to Ss listen and find Individual CD1.22
listen to two people talking about Answers avaluation
three events that take place this A play – in the school hall
weekend. A ballet – at the theatre
• Play the recording. A circus – in the city park
• Check answers.
• To extend this exercise, play the
recording again for students to note
down the reasons the three events are
about
5 • Refer students to the entertainment • Students should decide on Verbal
and media vocabulary from Exercise whether the types of evaluation
1. entertainment from
Your turn
• Put students into small groups.
Exercise 1 are popular with their class
and then focus students’ attention on
the questions.
Ask students to use the phrases from • Encourage stronger Verbal
Exercise 3 to write about three forms students to write as much as evaluation
of entertainment from Exercise 1 that they can. Weaker students
they consider to be the most popular can just write one sentence
in their area. for each form of
• Make sure that students understand entertainment they choose.
that popular in this context refers to Students into small groups to
how often they choose to do each talk about popular
form of entertainment. entertainment and media in
• Ask some students to report back to their area.
the class on the forms of entertainment
their group chose.
• To extend the work on the
vocabulary, you could ask
students to turn to the Vocabulary
bank on page 124 and do the
exercises for Entertainment and
media.
Homewor exercise
k
Additional Information
Differentiation - how do you plan to Assessment - how are you Health and safety check ICT links
give more support? How do you planning to check learners`
plan to challenge the more able learning?
learners?
More support will be given to -through questioning and the -White board and video is used no more
weaker learners by giving them a redirecting of questioning in than 10 minutes
modified worksheets in some tasks feedback activities -Use water based pens
with greater support -through observation in group and -Health promoting techniques
end performance activities -Breaks and physical activities used.
 -through formative task
-Points from Safety rules used at this
lesson.
REFLECTION 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?