Unit of a long term plan

Unit of a long term plan

Module 2. Communication and Technology

Date:

CLASS: 7

Number present:

absent:

Lesson title

How do you communicate?

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

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

7.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics

Lesson objectives

• Apply topical vocabulary to talk about ways of communication

• Scan the text of online survey to answer the questions

• Use simple perfect forms correctly when expressing recent, indefinite and

unfinished past actions

Assessment criteria

Learners have met the learning objective if they can:

• use topic related vocabulary in speech appropriately

• identify particular facts about the way of communication in the text

• Form simple perfect forms correctly for recent, indefinite and unfinished past actions

Values links

Labor and creativity, lifelong learning

Cross-curricular links

Computer Science

Previous learning

Communication and technology vocabulary

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

5 min

CLASS ROUTINE

Teacher and learners greet each other

STARTER

(W) Warm up

Teacher refers learners to the slide on the smartboard. One of the students reads the rhyme aloud and fills in the missing words into the gaps on the Smart board. Other students may help from their places.

Interaction pattern: T-Ss, S-Ss

Teacher asks the question What was his favorite means of communication? and elicits the answer (Internet)

INTRODUCTION

Activity 1

(W,G) What do you know about Facebook? Brainstorming.

• Read the word on the black board ( Facebook)

• Work in small groups and brainstorm everything you know about the social networking website Facebook. Try to answer all the questions(Flipchart 2)

• Choose one student from each group (speaker) to report back to the class

• Check information about Facebook (Flipchart 3).

Interaction pattern: Ss-Ss

Descriptor

A learner:

-reads the word on the backboard

-distributes the roles within the groups (speaker, time-keeper, group- leader, recorder)

- answers the questions about Facebook working in small groups

- one student from each group (speaker) tells facts in front of the class

Differentiation by roles within groups (speaker, time-keeper, group- leader, recorder). Less able learners may choose the role of a time-keeper, more able learners may choose the role of a recorder, the most able learners may choose the role of a group leader or a speaker

(f) Group assessment checklist

Each group is given a checklist. Learners fill in the table, and then exchange the table with other groups. Learners read information given on the smartboard and check the answers (Flipchart 4).

(W)The students answer the questions:

What other social networks do you know?

What social networks are popular in Kazakhstan?

Teacher elicits answers and shows the flipchart demonstrating social networks of the world

(Flipchart 4).

Interaction pattern: T-Ss, Ss-T

Modelling: T:There are many other social networks in the world. They are….

The most popular networks in Kazakhstan are….

Differentiation by scaffolding. Teacher asks less able learners questions in order to direct learners’ thinking and encourage their active participation. Teacher gives weaker learners more time to think

(f) Oral assessment.T: Excellent, good idea, not bad, I like the way you think

After doing Activity 1 teacher asks pupils to predict the theme of the lesson.

After learners guess the theme of the lesson, teacher elicits the lesson objectives and introduces them on the slide (Flipchart 5).

Flipchart 1.

Videouroki.net Lesson38 “What is Internet?”https://www.youtube.com/watch?time_continue=2&v=6S2dWyLSRus&feature=emb_logo

Flipchart 2.Supporting questions

Flipchart 3.

Facebook

Flipchart 4

Social networks of the world

Flipchart 5.

The theme of the lesson

How do you communicate?

Middle

30 min

DEVELOPMENT

Activity 2.

(W) Describing a photo (tuning on for the reading task)

Spyglass. The students use a ‘spyglass’ to look carefully at the picture and try to make as many sentences as they can.

• Look at the photo. What are people doing? Is the situation familiar to you? Do you like this situation?

Interaction pattern: T - Ss

Descriptor

A learner

-Looks at the picture and answers the questions .

Modelling: T: The mother is watching TV… The situation is (not) familiar to me. I like( don’t like) this situation.

Differentiation by task

Less able learners answer questions suggested in the task. Teacher asks more able learners Why do you like ( don’t you like) this situation?

Modelling: T: I like (don’t like) this situation because the family don’t communicate with each other.

(f) Self-assessment “Smiles”

Every learner has two smiles on the desk.

Learners who like the situation choose a smile ‘I like’ while answering. Those who don’t like the situation choose a smile ‘I don’t like’. At the end of the activity the teacher asks learners to show their smiles to see the result of the discussion clearly.

Activity 3

Reading and discussing the results of the survey. Scan, answer, discuss

(W) Pre-reading stage.

Guess the topic of the survey

• Read the introduction to an online survey. What is it about?

• Read the information FACT! Do you have a Facebook account? Do you know anyone who doesn’t have a Facebook account?

Interaction pattern: T – Ss

Descriptor. A learner:

-reads the texts

-answers the questions

Modelling: T: The text is about…I know a person/I don’t know any person who doesn’t have a Facebook account.

Differentiation by task

Less able learners answer questions suggested in the task. Teacher asks more able learners about additional social networks.

( I,P) During reading stage

Find out the way you communicate

• R ead the survey individually. Then work with the partner, answer the questions and read the results.

Interaction pattern: S – S

Descriptor. A learner:

-scans the survey individually

-works with the partner

- answers the questions of the survey

-reads the results

Differentiation by support. Less able students are given a list of the most difficult words from the text with their explanation

(W) Post-reading stage

Discussion of the survey results

Teacher finds out which students are mostly A, B or C (Target evaluation) and asks questions to discuss the results of the survey.

Interaction pattern: T – Ss ,Ss-T

Descriptor. A learner:

-puts the sticker to the place of the target according to the points

-answers the teacher’s questions:

Do you agree with the results of the survey? Why?

Would you like to change anything in your lifestyle? In what way?

Differentiation by outcome. Less able students are expected to give simpler and shorter answers while more able learners will be challenged longer and more detailed answers.

(f) Self- assessment ‘Target evaluation’. Learners put the stickers to the place of the target according to their points

(W)Vocabulary and communication collocations revision

(Preparation for the speaking task)

Teacher refers students to the words on the Smart board and drills the pronunciation (Flipchart 6).

Activity 4

(I,W) Read and match.

Vocabulary Stripes

• Read the definition on the stripe and match it with the word on the Smart board

Interaction pattern: T- S – Ss

Descriptor

A learner

-takes out a stripe of paper from a plastic glass

-reads aloud the definition which is written on the stripe

-matches the definition with the word or a phrase on the smartboard

Differentiation by time given and peer support

Less able students are given more time to think and may ask for “a help of the audience”

(f)Peer assessment. Mantle of the Expert. A voluntary learner puts on a mantle. Then he or she checks the answers of other learners and crosses out the words from the list on the Smartboard. In the middle of the activity teacher may ask another volunteer to wear a mantle of the expert.

Activity 5

(I,W) Speaking practice : How do you and your friends communicate?

Think and say. ‘Throw a ball’ strategy

• Answer the questions using prompts (Flipchart 7).

-Which ways to communicate are the most popular with you and your friends?

-How do your parents and grandparents communicate? Is it the same as you?

Teacher gives the students some time (2-3 min) to make a sentence using prompts. Then one of the students says the sentence and throws the ball to a classmate to let him/her answer.

Interaction pattern: T- S – Ss

Descriptor

A learner

-thinks out the answers using prompts

-answers the questions

-throws the ball to the classmate

Modelling: T: I usually use text messages on my telephone because it is a quick way to deliver information.

Differentiation by type of task

Less able students can use prompts not changing them. Teacher encourages higher able students to change the prompts and make their own sentences.

(f) Teacher assessment “Get a Message”

For each appropriate answer teacher gives a learner a sticker in the shape of a speech bubble. The learner sticks it to the blackboard in the space near the paper mobile telephone. After the activity teacher refers students to the speech bubbles to demonstrate how many sentences were made.

(W)Energizer

Technology Song for Kids

Students sing the song and do the exercises

(W) Grammar revision

(D)Students look at the information about Present Perfect (Flipchart 8). One of the students reads aloud the adverbs which are used in Present Perfect.

Teacher elicits the answers to the question How do we build affirmative, negative and interrogative sentences?

Interaction pattern: T- Ss, Ss-T 

(f) Fist to five check. Teacher calls out " Fist to Five Check" to the class to have students raise their hands to quickly show their levels of understanding

Activity 6

(I,P) Complete the sentences. Think-pair-share (TPS) strategy. Students think about the answers individually, then pair up and share the results.

• Exercise 1. Complete the sentences with the correct form of the verbs in the box. Use present perfect affirmative or negative.

post join buy read speak

1. My grandparents_________me a tablet as a birthday present.

2. Facebook users _________more than 15 billion of pictures.

3. Alina _______________ any social network yet.

4. Principal ____________to the students about using telephones in classes.

5. Adil ____________ the operating manual to the camera, so he can’t use it yet.

• Exercise 2.Use the present perfect form of the verbs in brackets (affirmative or negative) to complete the sentence).

1. I am so happy! I __________(to find) the answers to the questions in the Internet!

2. They __________(to talk) face-to-face for ages!

3. Sophia __________(to update) her status in VK at last.

4. Tom and Ben ______________(to become) virtual friends this month.

5.We ___________(to send) an e-mail to our Granny today.

For Exercise 1 teacher asks students to work in pairs .Teacher gives out colorful paper hands to learners and pairs are formed by the same color of the hand (random pairing).

Before starting Exercise 2 teacher pairs more able student with less able student for the task (‘clever’ pairing).

Teacher asks: Who thinks that he or she understands this grammar rather well? Who needs any support with present perfect?

Interaction pattern: S-S

Descriptor

A learner

-thinks about the task individually

-works with a partner

-uses simple perfect forms to open the brackets

-checks the task

Differentiation by support (for Exercise 1)

Less able students may use the table of irregular verbs.

Differentiation by roles in pairs (for Exercise 2)

More able students help their partners do the exercise correctly

(f)Peer assessment checklist. Each pair is given a checklist. Learners check the answers and fill in the table

https://resettips.com/wp-content/uploads/2018/10/Best-Bundle-Deals-for-TV-Internet-and-Phone.jpg

https://thumbs.dreamstime.com/b/emoticon%D0%BD%D0%B5%D0%BB%D1%8E%D0%B1%D0%BE%D0%B2-21158278.jpg

SB ex 2 p18

(“Eyes Open 3 Student’s Book for Kazakhstan Grade 7” by Ben Goldstein and Ceri Jones with Eoin Higgins , Cambridge 2017)

SB ex 2 p18

(“Eyes Open 3 Student’s Book for Kazakhstan Grade 7” by Ben Goldstein and Ceri Jones with Eoin Higgins , Cambridge 2017)

Flipchart 6

Flipchart 7

Prompts

Picture of a smartphone

h ttps://object.pscloud.io/cms/cms/Photo/img_0_77_1938_2.jpg

Technology Song for Kids

https://www.youtube.com/

watch?v=JEIHogpVJ1k

Flipchart 8. Present Perfect

Picture Fist to Five: https://www.k12schoolsupplies.net/

Fist-To-Five-Check-Magnets-Set-

Of-7-p/do-735211.htm

Handouts with the exercises

End

5 min

PLENARY

(W)Teacher elicits students’ answers

• What did you learn from the lesson?

• What did you like best?

• What would you like to change?

Interaction pattern: T-S, S-T

(f) ‘Can do’ assessment. Learners fill in the table individually

Evaluation

Teacher asks the students to come to the Smart board and ‘press’ the button Like or Dislike. The amount of likes demonstrates the success of the lesson.

CLASS ROUTINE

Teacher explains the home task. Students get individual grammar exercises according to their levels.

Teacher and students say good-bye to each other.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

• by roles within groups

• by type of task

• by scaffolding

• by difficulty of task

• by support

• by outcome

• by time given

• by peer support

• by roles in pairs

• Group assessment checklist

• Teacher assessment Oral assessment

• Teacher assessment “Smiles”

• Self- assessment “Target evaluation”

• Peer assessment “Mantle of the Expert”

• Teacher assessment ‘Get the Message’

• Self-assessment ‘Fist to five check’

• Peer assessment checklist

• Self –assessment ‘Can do’

Health saving technologies.

Using an energizer and activities which allow moving around the classroom.

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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 individuals that will inform my next lesson?