Материалдар / Communication and Technology

Communication and Technology

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Жакипбек Разиля Нарымбеккызы

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Lesson 9Communication and Technology (Content with language)Term 1 Unit 2Revision	School: №59
Date:	Teacher name: Жакипбек Разиля Нарымбекзқызы
Grade: 7_а,ә_	Number present:	absent:
Learning objectives that this lesson is contributing to	7.C7 develop and sustain a consistent argument when speaking or writing7.S5 keep interaction going in longer exchanges on a range of general and curricular topics7.S3 give an opinion at sentence and discourse level on an increasing range of general and curricular topics7.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics7.R1 understand the main points in a growing range of short, simple texts on general and curricular topics7.UE5Usequestions,whichinclude a varietyofdifferenttenseson a rangeoffamiliargeneralandcurriculartopics.7.UE7 use simple perfect forms to express indefinite and unfinished past with for and since on a growing range of familiar general and curricular topics
Lesson objectives
	All learners will be able to: - Form simple perfect forms for recent, indefinite and unfinished past actions with some support;- Demonstrate the ability to ask a variety of questions in different tenses;Most learners will be able to: - Form simple perfect forms for recent, indefinite and unfinished past actions with minimum support;- Demonstrate the ability to ask a variety of questions in different tenses;Some learners will be able to: - Form simple perfect forms for recent, indefinite and unfinished past actions;-Support your classmates with some assistance;
Language objectives	Practice indefinite and quantitative pronouns Present Simple and Perfect tense forms
Cross curricular links	Social Studies, ICT
ICT skills	Acquisition of ICT specific vocabulary
Value links	Respect, cooperation, functional literacy
Previous learning	Writing blogs about technology
Intercultural awareness	Students will be able to understand that every person, family and country has their own values.
Kazakh culture	Investigation of using new technologies in Kazakhstan
Pastoral Care	Students will be able to understand the importance of using some types of technology for communication
Health and Safety	Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords
Plan
Planned timings	Planned activities	Resources
Start 3 min	1.Leading-in stage (W)Teacher asks students to remind about the main aspects of the unit. Warm-upTeacher revises the grammar structures, which will be practiced.	Board
2min(W) 5 min(I) 10 min (I) 10min(I) 5 min (I/W)	2. Teacher tells the students the objectives of the lesson Support a talk with peers while agree, disagree and discuss the order of actions and plans to fulfil the tasks;Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences;- Form simple perfect forms for recent, indefinite and unfinished past actions;- Demonstrate the ability to ask a variety of questions in different tenses; The main part of the lesson3. Listening Listen to the song “Technology Song for Kids - The Polkadots\|”Discuss the main ideas about technology used in the song 4. Revise the formation of Present /Past Simple and write a few sentences about present and past.Present SimpleWhat do you do every day?(1-2)What does your friend do every day? (1-3)What don’t you do on Monday? (1-3) Alternative (if there is time left)Past SimpleWhat did you do yesterday? (1-3)What didn’t you do on Sunday? (1-3)Fill in the text with: someone, somebody anyone, anybody no one, nobody everybody, everyone somewhere anywhere everywhere nothing RULEWrite the types of sentences – positive, negative, question _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Differentiation Less capable learners write between 6-8 types of sentences – positive, negative, questionMore capable learners provide their classmates with some support Learners swap the worksheets to peer assess their classmates’ sentences on the samples Learners fill in the missing gaps with For or Since I've lived in Washington _____ 1997. Ben has studied English _____ three years. They haven't visited their grandparents _____ months. Julie's ill. She's been in bed _____ Tuesday. My dad has had his car_____ sixteen. It's been ten years_____ we moved to Oxford	Lesson objectives https://www.youtube.com/watch?v=JEIHogpVJ1k Handout 1 Handout 2 Handout 3 PPP
3 min(I)	Plenary Teacher asks students to write a reflection of the lesson. 3 – new words2 – adjectives to describe the lesson1 – one activity you like
End7min (I)	Feedback: Teacher asks students what task was difficult to them and how they managed to cope with it	Reflective journals
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?allow less confident learners to give different levels of response (differentiation by outcome); or let some learners ask and answer a fewer number of questions (differentiation by task). Monitor and take notes for future planning.	Assessment – how are you planning to check learners’ learning?	Health and safety checkICT links
Teacher can provide different levels of questions: Who? Where? When? (lower –order thinking skill) What? Why (higher-order thinking skill). Use words from script. Grouping students should allow students of mixed ability to work together and support one another. . The teacher and co-teacher should circulate the room constantly offering support to weaker students and encouraging stronger students to write more complex, abstract thoughts. Higher students can be encouraged to use more difficult writing structures, vocabulary etc. Weaker students can be supported by the teacher when writing, and the complexity of the tasks could be reduced or adapted.	Circulate about the room helping students with vocabulary and expressions. Monitor learners to check they can pick up main points from the text when answering the questions. Following each pair or individual activity, ask questions that check for comprehension and understanding.	Lesson will delivered in accordance with health and safety standards.
ReflectionWere the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why?Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?
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 this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?

Handout 1Revise the formation of Present /Past Simple and write a few sentences about present and past.

Present SimpleWhat do you do every day?(1-2)What does your friend do every day? (1-3)What don’t you do on Monday? (1-3)

Alternative (if there is time left)Past SimpleWhat did you do yesterday? (1-3)What didn’t you do on Sunday? (1-3)

Handout 2

SOME/ANY/NO Party Story

I'm going to enjoy this party. I don't know ______________ at all/I know ___________, but I'm going to have fun.

Hey, there's ______________ that I know. He's in my Computer Science class.

I think I'll go talk to him. He doesn't seem to be with _____________/He is seem to be with _______________.He's probably alone.

No. Maybe not. If he's all alone, then ___________ is ignoring him, probably because he's very boring.

That's a nice-looking girl over there. I should go over and talk to her. No, I don't think so. She probably has _____________ interesting to say/She doesn't have ____________ interesting to say. I'll keep my distance.

I am hungry. I think I'll go to the kitchen. There must be _________ snacks in the fridge.

That's strange. There's _________ food in the fridge/There isn't ________ food in the fridge. What is one supposed to eat in this party?

Ah! Thereare ___________ snacks, over there, in the corner. __________ had the sense to put them in the fridge.

The music's not very good. ____________ should change it. Let's get some action here.

Finally! _____good music. But why isn't ____________ dancing/But why is _________ dancing? Don't people know how to have fun anymore?

Hey! That girl is looking at me. I wonder if there is ____________ else interested in me.

No, there's ____________ who really attracts me/There isn't ___________ who attracts me. Too bad!

_______ food! _______ attractive girls! ___________ seems to know how to organize decent parties anymore.

I don't want to stay here. There must be _____________ more interesting than this.

Handout 3

RULEWrite the types of sentences – positive, negative, question.

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

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