"Communication and Technology"

Term 1. Module 2. Lesson 14.Communication and Technology

Theme of the lesson: How do you communicate?

School- gymnasium #6, Stepnogorsk, Kazakhstan

Teacher’s name: Oksana Bashlykova

Grade: 7

Number of present students: 14

Duration of the lesson: 40 minutes

Language focus: Present Perfect

Target vocabulary: Communication collocations, Internet vocabulary

Resources:

• “EyesOpen 3 Student’s Book for Kazakhstan Grade 7” by Ben Goldstein and Ceri Jones with Eoin Higgins,Cambridge 2017.

• “ EyesOpen 3 Workbook for Kazakhstan Grade 7” by Vicki Anderson with Eoin Higgins, Cambridge 2017.

• “ EyesOpen 3 Teacher’s Book Kazakh Pilot Edition” by Garan Holcombe, Cambridge 2017.

• Video“What is Internet?” https://videouroki.net/

• Technology Song for Kids http://www.youtube.com/watch?v=JEIHogpVJ1k

• Video Internet Safety Top 10 - B4UClick.org

(W)Introducing the theme of the lesson Time: 2 min

• Ask the students to look through the rhyme and fill in the missing words.

Flipchart 1.

There once was a young man called Brett,

Who would spend his free time on the____.

He stayed home all alone-

No TV and no____.

A computer mouse his only______.

(Pet, phone, net)

Resource: Videouroki.net Lesson38 “What is Internet?”

• Ask the students to answer the question:What was Brett’sfavourite means of communication?

• Elicit the answer Internet

Eliciting the aims of the lesson

• Tell the students that at the lesson they will learn about means of communication, about advantages and disadvantages of using Internet,how it influences our life, and about safety rules in the Internet communication.Besides, they’ll review and practice the Present Perfect tense

• Ask the students and elicit the answers:

• What do you expect to learn from the lesson?

• Which skills should you develop to speak about means of communication?

• What words should you revise to speak about means of communication?

• What should you know to use Present Perfect ?

(G)Warm up Time: 3 min

Flipchart 2.The theme of the lesson How do you communicate?

Flipchart 3.Supporting questions

• Write the word Facebook on the black board

• Put students into small groups and ask them to brainstorm everything they know about the social networking website

When was it set up?

Where was it set up?

Who was it set up by?

Who is the most famous founder?

What is the site used for?

• Ask one student from each group to report back to the class

Flipchart 4.Facebook

Facebook was set up in 2004 by the five students at Harvard University .One of its founders, Mark Zuckerberg, is the company’s chairman, and one of the most celebrated figures of the digital revolution.

• Show the students information about Facebook.The students read it and check the answers

Flipchart 5. Social networks of the world

• Ask:What other social networks do you know? What social networks are popular in Kazakhstan?

• Elicit answers and show the flipchart demonstrating different networks.

Modelling:There are many other social networks in the world. They are….The most popular ntworks in Kazakhstan are….

II. Introduction and practice

(W) Exercise 1 page 18. Time: 1 min

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

• The students answer the question .

• Say that you are going to see how they communicate.

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

Differentiation by task: Ask high achieving students Why do you like( don’t you like) this situation?

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

(W) Exercise 2 page 18. Time: 2 min

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

• Two or three students read the introduction aloud. The students answer the question.

• Refer students to the information FACT! Ask: Do you know anyone who doesn’t have a Facebook account? (ask about other social networks)

(P) Exercise 3 page 18. Time: 3 min

Read the survey. Then work with the partner, answer the questions and read the results.

• Students work in pairs, answer the questions and read the results.Find out which students are mostly A,B or C.

(W) Vocabulary and communication collocations. Time: 2 min

Flipchart 6.

Vocabulary and communication collocation( the words and collocations are taken from the ex. 4p18 (SB), Vocabulary Bank SBp.123 and ex 1 p17(SB). To extend the work on the vocabulary you can use the words from WB ex 1p.13

• Refer students to the words on the Smart board.Drill the pronunciation

• status update - a post about your current activity, thoughts or feelings

• face-to-face- directly, meeting in the same place

• virtual friends-people you can see and spek to on a computer

• digital generation- group of people who have grown up with digital technology

• social network sites- websites that help people communicate and share information

• social media post- when you write information about yourself to share with others

• blog post- an online diary

• text message- something you write, send and receive on your mobile phone

• chat- speaking informally to someone face –to-face

• forum- a place for online discussion with lots of people

• Skype TM –speak to( and see) someone computer to computer

• email- an electronic letter

• tweet- the name of a post on Twitter

• Internet- connecs computers all over the world

• Students one by one come to the teacher’s table, take a stripe of paper , read aloud a definition written on it and match it with the word or a phrase they see on the smartboard. One student checks the answer clicking on the definition on the smartboard.(Preparation: a plastic glass with colored stripes of paper in it. There is a definition on each stripe).

(I,W) Speaking practice. Time: 3 min

• Flipchart 7. How do you and your friends communicate?Answer the questions using promts.

• 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?

• Give the students some time to make a sentence using prompts then ask them one by one, first high achieving students then lower achieving students( to provide them more time for preperation).

Prompts:

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

Differentiation by task: Encourage high achieving students make their own sentences

Low achieving students can use prompts not changing them

Formative Teacher’s based assessment: Teacher listens to the students’ sentences and give support if necessary ( Excellent, good, not bad)

(W) Energizer. Time: 1 min

Technology Song for Kids

Students sing the song and do the exercises http://www.youtube.com/watch?v=JEIHogpVJ1k

(W) Language focus. Present Perfect for indefinite past time. Time: 1 min

• Write the sentence on the blackboard: Mark has written hundreds of blog posts.

• Ask:When did Mark write them?Elicit that he did it in the past.

• Ask:Do we know exactly when Mark wrote the blog posts? Elicit the answer( no)

• Ask:What tense do we use in this sentence? Elicit the answer( Present Perfect)

(W) Grammar reference. Time: 1 min

Flipchart 8. Present Perfect tense information

Students look at the information about Present Perfect. One of the students reads the adverbs we usually use in Present Perfect.

Ask:How do we build affirmative, negative and interrogative sentences?Elicit the answers.

(I,W) Irregular verbs revision. Time: 3 min

Flipchart 9 . Three forms of the irregular verbs

• The students, one by one, read one of the given forms of the verbs and say missing forms. One of the students checks the answers using the tool “magic ink” on the Smartboard

(P) Exercise 3 page 19.Time: 3 min

Complete the sentences with the irregular verbs in the box. Use Present Perfect.

• Put students into pairs. Pair stronger student with weaker student for this task. Check answers.

Formative assessment (Peer Assessment) Students interact supporting and correcting each other. They comment(Super, Good, So so)

(G) Watching video “Advantages and disadvantages of using Internet” . Time: 5 min

Resource: Videouroki.net. Lesson38 “What is Internet?”

Pre-watching activity

• Ask: Name some advantages of using internet.Name some disadvantages of using Internet.Elicit the answers.

• Say that they are going to debate on this topic. Ask the students to watch video about advantages and disadvantages of using Internet in order to use some ideas and arguments in their debates.

While watching activity

Students watch the video ( from min 2.00 to 3.50 and from min 7.04 to 9.00). Ask them to make any necessary notes while watching the video.

After watching activity

Formative Teacher’s based assessment

Ask: What new arguments did you learn?

The students answer. The teacher supports the students and encourages them to speak

(Excellent, good, OK)

Modelling:

I learnt that using Internet can cause insomnia.

I learnt that using Internet can help communicate with people from all over the world.

(G) Developing speaking skills. Advantages and disadvantages of using Internet .

Time: 3 min

Flipchart 10. Example:In my opinion/point of view there are more advantages of Internet than disadvantages because….

• Divide students into two groups. Students of group one say about advantages of Internet, students of group two say about its disadvantages. The winner is the group which makes more sentences.

Modelling:

In my opinion/point of view there are more advantages of Internet than disadvantages because….

Differentiation by support

Low achieving students can use the example which is demonstrated on the Smart board

Formative Teacher’s based assessment

The teacher supports the students and encourages them to speak (Excellent, good, OK, that’s great, etc)

(W,I) Listening comprehension “Internet Safety”. Time:4 min

Resource Video Internet Safety Top 10 - B4UClick.org

Pre-watching activity

• Ask: Do you think it’s always safe to use Internet? Why?Elicit the answers

Modelling:

I suppose it’s not very safe to use Internet because you may meet dangerouse people there.

While watching activity

• Students watch the video( from min 0.30 - to 2.30). Ask the students to be attentive because they will have to do the task after watching the video.

After watching activity

• Read the sentences aloud. If the sentence is true, students should clap their hands.

• Use nickname instead of you real name( T)

• Don’t tell strangers where you live but tell them your mobile phone number( F)

• Don’t send pictures to people you don’t know(T)

• Never delete letters from people you don’t know(F)

• Tell adults if you are scared or unhappy about anything (T)

• Don’t be kind and nice when you write anything on the computer (F)

Differentiation by task

Encourage high achieving students make their safety tips

Formative Teacher’s based assessment

Teacher listens to the students’ sentences and give support if necessary ( Wonderfull, excellent, good, not bad)

III.Feedback and Evaluation. Time:3 min

• Stimulate students to summarize the main ideas of the lesson and explain how they have learnt them

Ask:

• What did you learn from the lesson?

• Which skills did you develop?

• What words did you revise?

• What didn’t you like?

• What did you like best?

Flipchart 11.Press Like or Dislike button

• Ask the students come to the Smart board and ‘press’ the button Like or Dislike. The amount of likes demonstrates the success of the lesson. Say what students did their best at the lesson and who should work harder.

Ending the lesson