Lesson plan

Unit 3. Entertainment and Media School: #17

Date: 18/11/21 Teacher name: Yamschikova A.V.

CLASS: 8 Number present: Absent:

Theme of the lesson: Language for Entertainment
Learning objectives(s) 8.1.8.1 develop intercultural awareness through reading and discussion
that this lesson is 8.2.6.1 deduce meaning from context with little or no support in
contributing to extended talk on a growing range of general and curricular topics
8.5.3.1 write with moderate grammatical accuracy on a growing range
of familiar general and curricular topics
8.6.13.1 use a growing variety of modal forms for different functions:
obligation, necessity, possibility, permission, requests, suggestions,
prohibition on a range of familiar general and curricular topics

Lesson objectives Students will be able to:

- deduce meaning of unfamiliar words from the context
- give advice using appropriate language structure
- construct sentences using modal verbs and verb +
gerund/infinitive

Assessment criteria Learners have met 8.2.6.1 learning objective if they can deduce the
meaning of some words from the context.
Learners have met 8.5.3.1 and 8.6.13.1 learning objectives if they can
construct grammatically appropriate sentences using the given
structures.

Value links Respect

Cooperation
Global Citizenship
Cross curricular links Russian languages
ICT skills Processing information on the interactive board
Previous learning Entertainment vocabulary

PLAN

Planned Planned activities Resources

timings
Beginning (W, P) Warm up: Power Point
Elicit from students about the types of entertainment in presentation
10 min their cities (E.g. visiting museums, going shopping, going http://
to the concert and etc.). onestopenglish.c
Write their ideas on the board. om
(I, P, W) Reading
Tell students that they are going to read about
entertainment in London, ask the following questions:
- Have you ever been to London?
 - What did you do there?
- What do you think you can do there?

Students work in pairs and write the form of entertainment

Middle shown on pictures, model the first answer: watching a film
at the cinema. Draw students’ attention that their answers Handout 1
10 min should begin with verb+ing.
Ask students to rank the forms of entertainment
individually and then compare their ranking in pairs.

Differentiation:
Some students could be given another task: they can match
pictures with activities given.
Discuss together with a class which forms of entertainment
are the top three among students.

Students read the text “Entertainment in London”. Handout 2

Students work in pairs and choose the correct word.
Encourage students to deduce the meaning of unknown
words from the context. Some students may use
dictionaries if they struggle to understand the meaning of
the word from the context.
15 min
Formative assessment
Students read the text again and fill in the missing Handout 3
information. Ask students to compare their answers.
Differentiation
Some students can the given a list of words to choose
from. This list will help them to complete the sentences
with the missing words.

Elicit from students different ways of expressing

recommendations:
You should _______
You shouldn’t ___________
I recommend to ___________
I do not recommend to____________
Students work in groups and write some advice in their
own words for visitors to London. They should include
some words from the text.
Hometask
A friend from another city (or country) is visiting your city
for four days next week. Suggest some entertainment for
each of the four evenings that they would like. Students
should use language for giving recommendations and
vocabulary for entertainment.
End Reflection Handout 4
Students write on the stickers:
5 min - I feel I know…
 - I feel I am not too sure about…
- I feel I do not know…

Additional information

Differentiation – how do you Assessment – how are you Health and safety links
plan to give more support? planning to check students’
How do you plan to challenge learning?
the more able learners?
Differentiation by support Teacher monitors and fills in the Make sure cords are not
Differentiation by task Formative assessment form. tripping hazard.
Peer- assessment Switch off the active
board if you do not use it.
If students are tired, do
physical exercise with
them.
Open the window to
refresh the air in the
classroom during the
break.
Reflection Use the space below to reflect on your lesson.
Answer the most relevant questions from the box
Were the lesson objectives/learning on the left about your lesson.
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?
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?