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жеңілдік
Communication and Technology
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Lesson 9 Communication and Technology (Content with language) Term 1 Unit 2 Revision |
School: №59 |
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Date: |
Teacher name: Жакипбек Разиля Нарымбекзқызы |
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Grade: 7_а,ә_ |
Number present: |
absent: |
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Learning objectives that this lesson is contributing to |
7.C7 develop and sustain a consistent argument when speaking or writing 7.S5 keep interaction going in longer exchanges on a range of general and curricular topics 7.S3 give an opinion at sentence and discourse level on an increasing range of general and curricular topics 7.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics 7.R1 understand the main points in a growing range of short, simple texts on general and curricular topics 7.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 |
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Lesson objectives |
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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; |
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Language objectives |
Practice indefinite and quantitative pronouns Present Simple and Perfect tense forms |
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Cross curricular links |
Social Studies, ICT |
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ICT skills |
Acquisition of ICT specific vocabulary |
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Value links |
Respect, cooperation, functional literacy |
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Previous learning |
Writing blogs about technology |
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Intercultural awareness |
Students will be able to understand that every person, family and country has their own values. |
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Kazakh culture |
Investigation of using new technologies in Kazakhstan |
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Pastoral Care |
Students will be able to understand the importance of using some types of technology for communication |
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Health and Safety |
Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Start 3 min |
1.Leading-in stage (W) Teacher asks students to remind about the main aspects of the unit. Warm-up Teacher revises the grammar structures, which will be practiced. |
Board |
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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 lesson 3. 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 Simple What 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 Simple What did you do yesterday? (1-3) What didn’t you do on Sunday? (1-3) Fill in the text with:
RULE Write the types of sentences – positive, negative, question
Differentiation
Less capable learners write between 6-8 types of sentences – positive, negative, question More 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
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Lesson objectives https://www.youtube.com/watch?v=JEIHogpVJ1k Handout 1
Handout 2 Handout 3 PPP |
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3 min (I) |
Plenary Teacher asks students to write a reflection of the lesson. 3 – new words 2 – adjectives to describe the lesson 1 – one activity you like |
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End 7min (I)
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Feedback: Teacher asks students what task was difficult to them and how they managed to cope with it |
Reflective journals |
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Additional information |
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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 check |
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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. |
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Reflection Were 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? |
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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 orachievements/difficulties of individuals that will inform my next lesson? |
Handout 1
Revise the formation of Present /Past Simple and write a few sentences about present and past.
Present Simple
What 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 Simple
What did you do yesterday? (1-3)
What didn’t you do on Sunday? (1-3)
Handout 2
SOME/ANY/NO Party Story
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I'm going to enjoy this party. I don't know ______________ at all/I know ___________, but I'm going to have fun.
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Hey, there's ______________ that I know. He's in my Computer Science class.
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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.
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No. Maybe not. If he's all alone, then ___________ is ignoring him, probably because he's very boring.
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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.
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I am hungry. I think I'll go to the kitchen. There must be _________ snacks in the fridge.
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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?
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Ah! Thereare ___________ snacks, over there, in the corner. __________ had the sense to put them in the fridge.
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The music's not very good. ____________ should change it. Let's get some action here.
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Finally! _____good music. But why isn't ____________ dancing/But why is _________ dancing? Don't people know how to have fun anymore?
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Hey! That girl is looking at me. I wonder if there is ____________ else interested in me.
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No, there's ____________ who really attracts me/There isn't ___________ who attracts me. Too bad!
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_______ food! _______ attractive girls! ___________ seems to know how to organize decent parties anymore.
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I don't want to stay here. There must be _____________ more interesting than this.
Handout 3
RULE
Write the types of sentences – positive, negative, question.
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