English Grade 7.2 Communication and technology Short-term plan 3 lesson

Short-term plan

Lesson 3: Communication and Technology (Content with language

Secondary school named after B.Akhmetov

Date:

Teacher name: Kabdolda G.K.

Grade: 7

Number present:

absent:

Theme of the lesson: Listening and reading about communication via technology

Learning objectives that this lesson is contributing to

7.C4 evaluate and respond constructively to feedback from others

7.L3 understand with some support most of the detail of an argument in extended talk on a limited range of general and curricular topics

7.S3 give an opinion at discourse level on a growing range of general and curricular topics

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:

- guess and explain the meaning of the new words from listening

- understand the details while listening and identify 6 True/False statements

- provide a point of view in conversations and discussions with

some support;

Most learners will be able to:

- guess and explain the meaning of the new words from listening

-understand the details while listening and identify 6 True/False statements

-provide a point of view in conversations and discussions without any support;

Some learners will be able to:

- guess and explain the meaning of the new words from listening

- understand the details while listening and identify 6 True/False statements

- provide a justified point of view in conversations and discussions;

Language objectives

Practice indefinite and quantitative pronouns

Present Perfect tense forms

Cross curricular links

Social Studies, ICT

ICT skills

Acquisition of ICT specific vocabulary

Value links

Respect, cooperation, functional literacy

Previous learning

Students have studied technology-related vocabulary and the present perfect

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

3 min (I)

15 min

(W/G)

1.Leading-in stage (W)

Teacher asks students to remind about the topic.

2. Teacher tells the students the objectives of the lesson

- guess and explain the meaning of the new words from listening

- Understand the details from listening and identify 5-6 True/False statements

- Provide a point of view in conversations and discussions with some;

Warm up:

Ask learners if they what they use mobile phones for:

- playing computer games

-educating themselves

-chatting with their friends

What is more beneficial for you and what is more harmful?

What is more popular for teenagers in Kazakhstan?

In pairs / groups, talk about your history with telephones. What did they look like when you first used them? Could you live without telephones? What do you think telephones will do in the future?

Differentiation:

More capable learners provide less capable learners with some support

Task 1: Discussion: In pairs / groups, decide which of these topics or words are most interesting and which are most boring.

Communication / Vodafone / vending machines / mobile phones / kiosks / music festivals / personal information / proof of address / phone pests / vandals /

Have a discussion about the topics you like. For more conversation, change topics and partners frequently.

Kiosks: How often do you use kiosks or vending machines? What do you buy? Are they everywhere in your country? With your partner(s), talk about the good and bad points of vending machines selling the following things:

Vending machines: Spend one minute writing down all of the different words you associate with vending machines. Share your words with your partner(s) and talk about them. Together, put the words into different categories.

Board

markers

Handout 1

Cards with the words

PPT

Board

10 min

(I)

Task 2: Formative assessment

Listening

Learners listen to the monologue about kiosks or vending machines that will sell mobile phones :

1. True / False: Listen and guess whether these sentences are true (T) or false (F):

Board

Students’

ex-books

Handout 2

Formative

assessment

http://www.breakingnewsenglish.com/0510/051031-mobile_phone-e.mp3

10 min

(W/I/P)

Task 3: Learners discuss the positive and negative sides of modern technologies giving their opinion.

Self assess your arguments about presenting positive and negative sides of modern technology devices

Worksheet

Reflection

7 min (I)

Reflection:

Did your opinion change about the mobile phones?

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?

• Mobile phones

• Passports

• Medicine

• Pets

• Sweets

• Mineral water

Learning objective

7.L3 understand with some support most of the detail of an argument in extended talk on a limited range of general and curricular topics

Level of thinking skills

Knowledge and comprehension

Application

Analysis

Assessment criteria

Recognise detailed information in a short conversation with some support;

Task

­­­­­­­­­­­­­­­­­­

­­­­­­­­­­­­­­­­­

Learners listen to the monologue about kiosks or vending machines that will sell mobile phones. Identify if these sentences are true (T) or false (F):

Descriptor

A learner

Recognise detailed information in a short conversation with some support

chooses T for the 1 st question;

chooses F for the 2 nd question;

chooses T for the 3 rd question;

chooses F for the 4 th question;

chooses T for the 5 th question;

chooses T for the 6 th question;

Total mark 6