Communication and Technology

Lesson 9

Communication and Technology (Content with language)

Term 1 Unit 2

Revision

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 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

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-up

Teacher 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 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:

• someone, somebody

• anyone, anybody

• no one, nobody

• everybody, everyone

• somewhere

• anywhere

• everywhere

• nothing

RULE

Write the types of sentences – positive, negative, question

1. _______________________________

2. _______________________________

3. _______________________________

4. _______________________________

5. _______________________________

6. _______________________________

7. _______________________________

8. _______________________________

9. _______________________________

10. _______________________________

11. _______________________________

12. _______________________________

13. _______________________________

14. _______________________________

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

1. I've lived in Washington _____ 1997.

2. Ben has studied English _____ three years.

3. They haven't visited their grandparents _____ months.

4. Julie's ill. She's been in bed _____ Tuesday.

5. My dad has had his car_____ sixteen.

6. 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 words

2 – adjectives to describe the lesson

1 – one activity you like

End

7min (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 check
ICT 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.

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?

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?