English grade 7

7.1 B Communication and technology

Secondary school named after B.Akhmetov

Date:

Teacher name: Kabdolda G.K.

Grade:7

Number present:10

absent:

The theme

Learning objectives(s) that this lesson is contributing to

7.C3 respect different points of view

7.L3 understand more complex supported questions on a growing range of general and curricular topics

7.L6 deduce meaning from context in supported extended talk on a range of general and curricular topics

7.S5 keep interaction going in longer exchanges on a 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

Lesson objectives

All students will be able to

• use new topical vocabulary

• match at least 2 communication types to the speaker

Most students will be able to

• match 2-3 communication types to the speaker

Some students will be able to

• predict possible answers during listening activity

• give their opinion with the help of prompts

Assessment criteria

Students will be considered successful if they are able to match the types of communication in listening section with 2-3 correct answers

Value instilled at the lesson (including Global citizenship key elements (GC)

GC Knowledge and understanding: The importance of respect and protection of human rights.

GC Skills: Understand personal strengths and weaknesses.

GC Values and attitudes: appreciate own individuality and individuality of other people.

Cross curricular links

Kazakh and Russian languages

ICT skills

Interactive board

Previous learning

Hobbies and leisure

Plan

Planned timings

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

Resources

Beginning

10 min

2 min

Warming up:

Lead in to the topic with a game of Chinese whispers (or Telephone). Organize Ss into large groups of at least six: they need to be able to whisper to each other without being overheard. Give one student in each group a sentence on a piece of paper (e.g. The large black dog bought a new mobile phone) The s whispers the sentence to the next student, but he/she shouldn’t repeat, and so on. The last player writes the sentence on the board.

T elicits from Ss the theme of the lesson and introduces the LO

PPT 1

PPT 2

Middle

5 min

20 min

13 min

10 min

10 min

7 min

Lead – in: T asks Ss to brainstorm their ideas about “What new technologies they could not live without and why” and Ss share their ideas, T writes the reasons that students mentioned on the board.

Pre – teaching: T uses MPF technique to present new vocabulary.

M – T says the meaning of the word without showing the word. T use a picture or synonym/antonym

P – T says a word and a sentence with it and Ss repeat the word and sentence

(Differentiation: Strong Ss can make up their own sentences orally)

F – T shows a written word

This order is repeated for each word or phrase.

Activity 1: Ss work in pairs. Ask and answer the questions in the quiz.

Pre – listening: T gives each S a copy with the task and give them the time to study it.

Then (T explains the meaning of “keep in touch”) and asks the question: How do you keep in touch with your friends?

T elicits from Ss what kind of information should they write in a missed spaces.

Ss share their ideas.

Listening: T plays the record twice and Ss match the speakers to the type of communication. T shows right answers on the PPT and Ss peer check.

Answers: 1 text messages, 2 Skype, 3 a blog, 4 social networking sites

Students listen again and note down the benefits and negative points the speakers mention.

Post-listening; Students discuss the advantages and disadvantages of technology.

Prompts:

• I get really annoyed when you’re talking to someone, but they’re texting to

someone else.

• Generally, I think technology is ….

• The only problem with my smartphone is that I keep (gerund) when I should …

PPT 3-10

PPT 11

PPT 12

Listening worksheet

audio

End

3 min

Plenary

White-spots strategy

Learners evaluate their achievement according LOs of the lesson. Learners write questions what was unclear and still needs some explanation.

Homework: Learn new words. Make up sentences their own sentences. Weak Ss just make up sentences, stronger Ss have to make up a story with sentences with new vocabulary

PPT 13

PPT 14

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?

Formative peer assessment for thelistening task:

2-3 correct answers – Achieved

1 correct answer – Working Towards

Health and safety check
ICT links

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind

Differentiation: 1) While introducing new vocabulary strong Ss can make up their own sentences with new words. 2) In pre – listening activity strong Ss can easily predict possible words. 3) As a hometask weak Ss just make up sentences, stronger Ss have to make up a story with sentences with new vocabulary

Safety rules

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)?

What two things would have improved the lesson (consider both teaching and learning)?

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?