Communication and technology Short-term plan Lesson 6

Short-term plan

Lesson 4: 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.C6 organise and present information clearly to others

7.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics

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

7.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics

7.W6 link with little or no support, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

Lesson objectives

All learners will be able to:

- Demonstrate an ability to express ideas clearly;

- Analyse the text for finding main idea in it;

- Write a message to introduce themselves on a social network (7-8 sentences) with some support

Most learners will be able to:

- Demonstrate an ability to express ideas clearly;

- Ask and answer personal questions without support

- Write a message to introduce themselves on a social network (7-8 sentences)with minimum support

Some learners will be able to:

- Assist other learners with identifying the correct answers

- Help others to ask and answer personal questions

- Write a message to introduce themselves on a social network (7-8 sentences) without support

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

5 min

(I/W)

5 min

(P)

1.Leading-in stage (W)

Teacher asks students to remind about the topic.

Warming up

(W) Write Facebook, Twitter on the board and ask learners what they know about these social networking websites. Which social networking sites are popular in Kazakhstan?

2. Teacher tells the students the objectives of the lesson

- Demonstrate an ability to express ideas clearly;

- Analyse the text for finding main idea in it;

- Answer the questions according to the context with some support

Task 1: Encourage learners to discuss in pairs more ideas about some other social networks.

Show PPT to develop the conversation about social networks

Distribute the questions between the groups. Each pair will have 2-3 questions to discuss. Then they present their ideas in a group of 4 students.

What social networking websites do you use?

What are the good things about social networking?

What are the good things about social networking?

Are there any advantages or disadvantages of using them?

What social networks seem to be educational or non-educational?

What harm do they have for teenagers?

Does your country have any famous social network websites?

Do you spend a lot of time surfing the internet on Sundays?

Do women spend more time on the internet than men?

Do you think social network is good way to do business?

How often do you use WhatsApp?

What are the things that annoy you about this application?

Board

PPP

5 min

(W)

15 min

(I)

The main part of the lesson

Task 2: Pre- Reading

Read the text and try to guess the meaning of the unknown word in pairs

Differentiation:

Teacher helps less able learners, asking some supportive questions to understand the meaning

Reading

Learners read the article about Advantages and Disadvantages of Using Social Media

Answer the questions according to the context

1. How do social networks help students to feel more comfortable?
   
   
   

2. How can parents control their children with a help of social networks?
   
   
   

3. Why are teenagers distracted from their studies?
   
   
   

4. Why do Social media encourage teenagers to use written, rather than spoken, interactions?
   
   
   

Discuss the answers written by learners

Handout 1

http://busyteacher.org/20651-how-to-use-social-media-esl-classroom.html

10 min

(I/P)

Task 3: Writing

(I/P) Learners read the blogs of teenagers to analyze how to create their own blogs

(I/P) They are to pay attention to layout and style.

(I/P) Learners correct punctuation mistakes in a given text.

Formative assessment

(I,f) Write a message to introduce themselves on a social network using appropriate layout, style and punctuation.

Learners peer assess their classmates’ draft versions with the recommendations to improve

http://busyteacher.org/4035-how-to-teach-a-perfect-reading-lesson.html

https://learnenglishteens.britishcouncil.org/skills/writing-skills-practice/social-network-site

Handout 2

FA

5 min

(I)

Reflection

How do social networks influence your communication skills?

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.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics

Level of thinking skills

Comprehension

Application

Analysis

Assessment criteria

Make a clear plan of writing; Write a text; Check the written draft;

Task

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Write a message to introduce themselves on a social network using appropriate layout, style and punctuation.

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Descriptor

A learner

Make a clear plan of writing;

Write a text;

Check the written draft;

• Presents at least 7-8 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