Module 2. Communication and Technology
Lesson: 14 (2). Theme: How do you communicate?
Language focus: Present Perfect
Target vocabulary: Communication collocations, Internet vocabulary
Learning objectives(s) that this lesson is contributing to:
7.S7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics
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
All learners will be able to:
- give an opinion using 50% of the specific vocabulary
- understand the general information and details of the text with some support
- make up sentences using perfect forms with little support
Most learners will be able to:
- give an opinion using 80% of the specific vocabulary
- understand the general information and details of the texts with little support
- make up sentences using perfect forms without support
Some learners will be able to:
- give an opinion using 100% of the specific vocabulary
- understand the general information and details of the text without support
Assessment Criteria
- Learners have met the learning objective if they can:
- express their opinion (6-8 sentences) using specific vocabulary (6-8 words) on Communication and Technology(S7)
- answer the questions of the survey (R2)
- complete the sentences using the present perfect form of the verbs correctly(UE7)
Values links Collaboration, helping others
Cross curricular links Computer Science
Use of ICT Smart board for showing a presentation, doing exercises and watching video
Intercultural awareness Accept diversity of other cultures
Kazakh culture Awareness of social networks in Kazakhstan and possible danger of using Internet
Resources and materials
• “Eyes Open 3 Student’s Book for Kazakhstan Grade 7” ( Ben Goldstein and Ceri Jones with Eoin Higgins ,Cambridge University Press )
• “ Eyes Open 3 Teacher’s Book for Kazakhstan” (Garan Holcombe, Cambridge University Press)
• Smartboard, computer
• Flipchart for the Smartboard
• Technology Song for Kids ( http://www.youtube.com/watch?v=JEIHogpVJ1k )
• Video “What is Internet?”( Videouroki.net ,Lesson38)
• Video Internet Safety Top 10 ( B4UClick.org)
• A plastic glass with colored stripes of paper in it. There is a definition on each stripe
• Handouts for the students (prompts How do you and your friends communicate? and Advantages and disadvantages of using Internet)
Plan
I. Introducing the theme of the lesson
- (W)Introducing the theme (1 min) Flipchart 1.There once was a young man…
Ask the students to look through the rhyme and fill in the missing words.
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)
Ask: What was Brett’sfavourite means of communication? Elicit the answer Internet
T:The theme of our lesson is connected with this poem. What is the theme?
Elicit the answer, show the slide with the theme of the lesson.
Flipchart 2.The theme of the lesson How do you communicate?
- (W) Lesson Objectives (2 min)
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 Present Perfect tense
T: How do you think, what our lesson objectives are? The slide will help you.
Refer students to the words on the smartboard ( review, understand, use, learn). Elicit the answers. Flipchart 3. Lesson Objectives
The possible answers : I think we should review the words on the topic “Communication and technology” ( Present Perfect structure, etc.);We should understand the information of the texts; I guess we should use the words and Present Perfect correctly; We should learn how to express our point of view, etc.)
After pupils answer show them the Lesson Objectives slide, covered by the picture before.
- Review… the words and communication collocations
- Understand … the general information and details of the texts and video
- Use… the Present Perfect correctly
- Learn…how to give an opinion
Ask if the students agree with the objectives ( you may correct anything if needed)
- (G)Warm up (3 min).
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.
Flipchart 4. Supporting questions. 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. Show the students information about Facebook. The students read it and check the answers.
Flipchart 5. 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.
Ask: What other social networks do you know? What social networks are popular in Kazakhstan?
Elicit answers and show the flipchart demonstrating different networks.
Flipchart 6. Social networks of the world
Modelling: There are many other social networks in the world. They are….The most popular networks in Kazakhstan are….
II. Introduction and practice
- (W) SB Exercise 1 page 18. (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 like (don’t like) this situation because the family don’t communicate with each other.
- (W)SBExercise 2 page 18. (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.
- (P)Exercise 3 page 18. (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( 2 min ) Flipchart 7. Vocabulary and communication collocations
Refer students to the words on the Smart board. Drill the pronunciation (status update, face-to-face, virtual friends, digital generation, social network sites, social media post, blog post, text message chat, forum, email, tweet, Internet).
(I,W) The teacher has a plastic glass with colored stripes of paper in it. There is a definition on each stripe(digital generation- group of people who have grown up with digital technology, etc.).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 of the students checks the answer clicking on the definition on the smartboard.
- (I,W)Speaking practice (3 min) Flipchart 8 . How do you and your friends communicate?( Prompts)
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 preparation).
Ask: 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?
Prompts( Flipchart 8):
I usually …( use text messages on my telephone; prefer face-to- face communication; access social networks by phone or tablet; communicate through my status update; often talk on Skype; go on VK to read the messages from the people I follow; spend time on a football forum; like to meet my virtual friends ( on social media, Twitter, VK, Odnoklassniki, etc.)
…because my friend helps me with my homework (I don’t have a social account; it is full of junk with useless adverts; I like to talk with football fans from all over the world; I can see my friend( my Granny) any time I want; when I talk with people I like to see their face expression; this way of communication gives me real emotions not cyber ones; it is a quick way to deliver information).
Differentiation by task. Encourage high achieving students make their 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 (1 min) Technology Song for Kids. Students do the exercises.
- (W)Language focus. Present Perfect for indefinite past 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 (1 min)
Flipchart 9. Present Perfect tense information
Students review the information about Present Perfect
- (I,W) Irregular verbs revision ( 2 min)
Flipchart 10.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 2 page 19. (2 min ) Complete the sentences. Use the present perfect form of the verbs in brackets.
Put students into pairs (change their previous partner) to complete the sentences. Check the answers.
Formative assessment. (Peer Assessment) Students interact supporting and correcting each other. They comment (Super, Good, So so)
- (P) Exercise 3 page 19. (2 min ).Complete the sentences with the irregular verbs in the box. Use Present Perfect.
Put students into pairs. Pairstronger student with weaker student for this task( T: Who understands the rule well? You should find a person who may need your help, so change your place). Check answers.
Formative assessment (Peer Assessment) Students interact supporting and correcting each other. They comment (Super, Good, So so)
- (G) Watching video “What is Internet? Advantages and disadvantages of using Internet .( 4 min)
Pre-watching activity. Ask: Name some advantages (disadvantages) of using internet.Elicit the answers. Say that they are going to debate on this topic. Ask the students to watch video aboutadvantages and disadvantages of using Internetin order to use some ideas and arguments in their debates.
While watching activity. Ask the students to make any necessary notes while watching the video.
After watching activity. 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 ( 4 min) Debates: Advantages and disadvantages of using Internet
Flipchart 11. Advantages and disadvantages of using Internet (Prompts)
Refer the students to the prompts on the smartboard. 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” ( 4 min)
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 dangerous people there.
While watching activity. 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 (Flipchart 12). If the sentence is true, students should clap their hands.
Flipchart 12. Internet safety. True or False?
- 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
- Home task: to prepare a short speech (6-8 sent)Advantages and disadvantages of using Internet
III. Feedback and Evaluation (2 min)
Teacher stimulates students to summarize the main ideas of the lesson and say whether they met the lesson objectives.
Refer the students to the Lesson Objectives slide (Flipchart 3) and let them answer the questions:
• 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 13.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
