Communication and technology (7 grade)

Lesson 6

Communication and Technology

Term 1 Unit 2

School: Azat

Date:

Teacher`s name: Kakharov I

Grade: 7__

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 with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

7.S8 recount some extended stories and events on a growing range of general and curricular topics

7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics

7.UE17 use if / unless in first conditional clauses; use defining relative clauses with which who that where on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

-Make an argument with the reasons while speaking with some support;

-Identify the particular information while reading an essay

-Demonstrate the ability to write grammatically correct sentences;

Most learners will be able to:

-Make an argument with the persuasive reasoning while speaking;

-Identify the particular information while reading an essay

-Demonstrate the ability to write grammatically correct sentences ;

Some learners will be able to:

-Make an argument and evolve reasoning while speaking;

-Identify the particular information while reading an essay

-Demonstrate the ability to write grammatically correct sentences on familiar topics;

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

Reports on the survey results about technology

Intercultural awareness

Preferences in using different types of technology by teenagers in Kazakhstan and western countries

Kazakh culture

Investigation of using new technologies in Kazakhstan

Pastoral Care

Assure you met all learners’ needs

Health and Safety

Make sure power cords are not a tripping hazard

Everyday classroom precautions

Plan

Planned timings

Planned activities

Resources

Start

5 min

(W)

Middle

15 min

(G)

20 min

(P)

1.Leading-in stage (W)

Teacher asks students to remind about the topic.

Warm-up

Students walk around the class and talk to other students about Internet addiction. Change partners often and share your findings.

Teacher tells the students the objectives of the lesson

Make an argument and evolve reasoning while speaking;

Support a talk with peers while agree, disagree and discuss the order of actions and plans to fulfil the tasks;

Demonstrate the ability to write grammatically correct sentences on familiar topics;

Evolve arguments, reasons, and evidence for a limited range of written genres;

Task 1. Discussion: In pairs / groups, talk about these topics or words from the article. What will the article say about them? What can you say about these words and your life?

survey / Internet / mental health / problems / regularly / habits / depression / professor / addicted / activities / trouble / planning / time management / find out

Have a discussion about the topics you liked. Change topics and partners frequently.

Internet: Students A strongly believe the Internet is more bad than good; Students B strongly believe the Internet is more good than bad.  Change partners again and talk about your conversations.

Task 2: Addicted: Rate these things for Internet addiction. 1 = not addicted; 10 = highly addicted. Share your ratings with your partner(s). Do you do these things?

• Watching hockey/football matches at the stadiums

• having lunch with someone

• walking with your friends

• studying

• doing exercises in gym

• watching a movie at the cinema

Peer assessment: Students evaluate their classmates’ ideas on the given topic in terms of creativity

Task 3: The main part of the lesson

Read an essay

Is the Internet good or bad?

Teens cannot live without the Internet and spend most of their time on it. Is this a good thing?

The Internet is a useful tool. You can find the information on any topic and use it for schoolwork and projects. Also, the Internet helps communication. You can chat or send emails to your friends wherever they are.

On the other hand, the Internet can be harmful. If you spend too many hours online or in front of the screen, it can damage your eyes. The Internet can also distract you from real life. You may avoid hanging out with your friends or neglect your homework.

Overall, the Internet is helpful in learning and communications. However, teens must use it sensibly.

1. What advantages does Wendy mention? What examples does she give?

2. What is Wendy’s recommendation?

Differentiation

Less capable learners answer 3 questions

More capable learners formulate more extended answer for the third question with their own facts

Find the topic sentences in the main body paragraph. Can you suggest any other examples?

Task 4: Discuss the following questions with a partner:

What are the details and examples to support the main idea?

Is this situation common for Kazakhstani teenagers?

Objectives on the board

Handout 1

Handout 2

Reflection

5 min (I)

Reflection

Do you consider yourself addicted to the Internet? Why and why not?

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 or achievements/difficulties of individuals that will inform my next lesson?