Communication and technology Short-term plan Lesson 7

Lesson 7

Communication and Technology (Content with language)

Term 1 Unit 2

Secondary school named after B.Akhmetov

Date:

Teacher name: Kabdolda G.K.

Grade: 7

Number present:

absent:

Learning objectives that this lesson is contributing to

7.C9 use imagination to express thoughts, ideas, experiences and feelings

7.L4 understand with little support some of the implied meaning in extended talk on a limited range

7.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

7.W5 develop with some support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics

7.UE12 use comparative degree adverb structures with regular and irregular adverbs on a rang

Lesson objectives

All learners will be able to:

Convey fantasy ideas including emotions and senses;

-Demonstrate the ability to write grammatically correct sentences;

-Write an essay with arguments, reasons, and evidence (10-12 sentences) with some support;

Most learners will be able to:

-Make an argument with the persuasive reasoning while speaking;

-Demonstrate the ability to write grammatically correct sentences ;

-Write an essay with arguments, reasons, and evidence (10-12 sentences) without support;

Some learners will be able to:

-Make an argument and evolve reasoning while speaking;

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

-Write an essay with arguments, reasons, and evidence (10-12 sentences);

Language objectives

Practice indefinite and quantitative pronouns, specific vocabulary on technology

Present Simple 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

7 min

(W)

1.Leading-in stage (W)

Teacher asks students to remind about the topic.

Warm-up

Teacher revises the main ideas from the previous lesson about addiction to the Internet

3 min

(W)

20 min

(I)

15 min

(W/G)

2. Teacher tells the students the objectives of the lesson

Convey fantasy ideas including emotions and senses;

Recognise the content of an extended conversation using some supporting information;

Apply regular and irregular adverbs and comparative degree structures accurately;

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

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

The main part of the lesson

Discuss the main stages of writing an essay, which were discussed at the previous lesson

Task 1 .Formative assessment

Writing (a for-and-against essay)

Should teenagers have mobile phones?

Learners will achieve the objective if they write 10-12 sentences, topic sentence and examples to support the main idea of the essay.

Para 1: State the topic (Most teens have mobile phones and a lot of them are hooked on them Is this good or bad?)

Para 2: Advantages and examples (Mobile phones are…… You can….. Moreover, you….)

Para 3: disadvantages and examples (However, mobile phones can be…., if…, They can also…)

Para 4: summarise the topic (Mobile phones are useful gadgets to have. However, teens should use them sensibly)

Differentiation

Teacher provides less capable learners with the supportive phrases to develop their essays

More capable learners organize their ideas for the essay by themselves

Task 2. Mobile manners

Read the sentences about smartphone etiquette and mark sentences agree or disagree. Tell the class. Give reasons.

1. I use headphones when I am listening to music in public.

2. I turn off my smartphone in cinemas

3. I ignore the people I am talking to when I get a message

4. I ask people before I put photos of them online

5. I send everyone updates all the time

6. I am polite in messages or comments

7. I talk loudly on my smartphone on public transport

8. I look at my smartphone while I am walking

9. I take photos of people in public without asking

10. I never give someone’s phone number without asking

Use your answers above to make a poster about the dos and don’ts of using smartphones and add some information what rules will be appropriate in your country. Use the title Smartphone etiquette.

Display it to the class.

Learners peer assess their classmates’ contribution into creating the poster

Handout 1

Formative assessment for writing

Handout 2

Reflection

5 min (I)

Reflection

What paragraphs of your essay were the most productive and why?

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?

Learning objective

7.W5 develop with some support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics

Level of thinking skills

Comprehension

Application

Analysis

Assessment criteria

Produce a logical paragraph using well-connected sentences

Task

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Write (a for-and-against essay) on the topic”Should teenagers have mobile phones?”

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Descriptor

A learner

Produce a logical paragraph using well-connected sentences

• Presents at least 10-12 sentences;

• completes the sentences with no more than 2 errors in grammar

• Uses basic linking words (at least 2) for logical presentation of thoughts

Total mark 3