Long-term plan unit: 2 COMMUNICATION AND TECHNOLOGY School:
Lesson 1
Date: Teacher’s name: 
CLASS: Number present: absent:
Theme of the lesson: Communication    
Learning objective (s) that this lesson is contributing to 7.3.2.1-  ask complex questions  to get information  about a limited range of general topics and some curricular topics;

7.2.3.1- understand with some support most of the detail of an argument in extended talk on a limited range of general and curricular topics

7.1.2.1- use speaking and listening skills to provide sensitive feedback to peers;

Lesson objectives All learners will be able to:
Most learners will be able to:

• learn vocabulary for different forms of communication.

• listen to a conversation about how people communicate.

• talk about the different ways you communicate.

Some learners will be able to:
Success criteria ·         Make up complex interrogative sentences to get information about the topic

·         Figure out the content of a conversation with some support in extended talk

·         Identify facts and details in extended talks with little support

Value links Respect, openness
Cross curricular links    Kazakh, Russian
ICT skills Work on the interactive board
Previouslearning  
Plan
Stages of the lesson Planned activities (replace the notes below with your planned activities) Teacher’s notes
Greeting

 

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

 
Warm up • Books closed. Elicit the different ways in which we communicatein the modern world, e.g. text, Tweet, email, Skype™.

• Ask: What is the most popular way of communicating among

you and your friends?

• Put students into pairs to ask and answer the question.

• Ask some students to report back to the class on what their

partner said.

Background

Twitter is a microblogging site, founded in 2006, which allows itsusers to post messages of 140 characters or fewer. Messages senton Twitter are called Tweets.Skype™, which allows users to make free online calls, was set upin 2003. It is currently owned by Microsoft.

Practice LISTENING1.8 Ask students to open their books at page 17.

• Focus students’ attention on the photos and the words inthe box. Students match the forms of communication in thebox with the correct photos.

• Play the recording for students to listen, check their answers

and repeat the words.

Answers

b phone call c Skype™ d email e forum

f text message

missing: social media post, Tweet, blog post

Optional activity

 

• Put students into pairs and ask them to take it in turnsto describe one of the forms of communication inExercise 1 for their partner to guess:

Student A: You send them on your phone.

Student B: Text message.

  • Remind students which three forms of communication were

not pictured in Exercise 1.

• Ask students to match these forms of communication withthe definitions.

Answers

1 Tweet 2 social media post 3 blog post

  Tell students that the comments are examples of the formsof communication in the box in Exercise 1.

• Ask students to match the comments with the correct

communication forms.

Answers

2 email 3 Skype™ 4 Tweet 5 text message

6 Facebook post

  LISTENING 1.9

Tell students they are going to listen to aconversation about forms of communication.

• Play the recording.

• Students listen and make a note of which forms of

communication in the box in Exercise 1 are referred to in the

conversation.

Answers

text message, Tweet, Facebook posts, email, forum,blog post

Ask students to work alone to order the forms ofcommunication in Exercise 1 according to how often theyuse them.

• Put students into pairs to compare their answers toExercise 4.

• Students can then work alone to complete the quiz beforecomparing their answers with a partner.

• Ask some students to tell the class about the form ofcommunication that their partner prefers.

• To extend the work on the vocabulary, you could askstudents to turn to the Vocabulary Bank on page 123and complete the exercises for Communication.

 
Optional activity

 

• Put students into pairs and ask them to debate, viatext message or Tweet, the following statement:Smartphones are a waste of time.

• Give students 5–10 minutes for their debate. Make surethey understand that they can only communicate withone another in their debate via texts or Tweets.

• Encourage students to give reasons for their opinions,e.g. I don’t agree. I think smartphones are greatbecause you can keep in touch with friends easily.

Homework

 

Exercises 1, 2, 3 and 4 on page 13 of theWorkbook for homework.  
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 ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support -through questioning and the redirecting of questioning in feedback activities

-through observation in group and  end performance activities

-through formative task

 

 

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

 

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

 

 

 

Long-term plan unit: 2 COMMUNICATION AND TECHNOLOGY School:
Lesson 2
Date: Teacher’s name: 
CLASS: Number present: absent:
Theme of the lesson: How do you communicate    
Learning objective (s) that this lesson is contributing to 7.1.2.1- use speaking and listening skills to provide sensitive feedback to peers;

7.4.1.1 understand the main points in texts on a limited range of unfamiliar general and curricular topics;

7.3.2.1-  ask complex questions  to get information  about a limited range of general topics and some curricular topics

Lesson objectives All learners will be able to:
Most learners will be able to:

• read and do a survey about how teens communicate.

• learn communication collocations.

• talk about how their friends communicate.

Some learners will be able to:
Success criteria ·         Identify facts and details in extended talks with little support

·         Read and identify the main idea in the text

·         Make up complex interrogative sentences to get information about the topic

Value links Respect, cooperation and transparency
Cross curricular links    Computer studies
ICT skills Format text with assistance
Previouslearning  
Plan
Stages of the lesson Planned activities (replace the notes below with your planned activities) Teacher’s notes
Greeting

 

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

 
Warm up Books closed. Write Facebook on the board.

• Put students into small groups and ask them to brainstormeverything they know about the social networking website,e.g. where and when it was set up, who set it up, what the siteis used for or how many people use it around the world.

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

Background

Facebook was set up in 2004 by five students at HarvardUniversity and soon became the pre-eminent social network.One of its founders, Mark Zuckerberg, is the company’s chairmanand CEO, and one of the most celebrated figures of the digitalrevolution

Practice Ask students to open their books at page 18 and look atthe photo.

• Put students into pairs to answer the question.

• Ask some students to report back to the class on what their

partner said.

• As preparation for the reading exercises which follow, test

students on the communication vocabulary introduced onpage 18.

 
  Read out phrases a–c and check students’ understandingof face-to-face (a common phrase which means directly, inperson, e.g. I’d rather talk to you face-to-face than on thephone).

• Ask students to read the introduction to an online surveyand say which of the three subjects the survey is about.

• Refer students to the information in the FACT! box. Ask: Do

you know anyone who doesn’t have a Facebook account?

Answer

b

  Ask students to read the survey.

• Put students into pairs to answer the questions and read

the results.

• Find out which students are Mostly A, which Mostly B,and which Mostly C.

• Students could then ask you the questions in the survey.

 
Optional activity

 

• Put students into small groups to write two to four newquestions for the survey about communication habits.

• Groups can then swap their surveys and answer thequestions.

• Ask one member of each group to tell the class aboutthe results of their survey.

Communicationcollocations

 

• Refer students to the phrases in the box. Drill thepronunciation.

• Match the first phrase with its definition as an example.

• Ask students to work alone to complete the exercise.Help weaker students by giving them a translation intheir own language of the phrases in the box.

• Check answers.

• To extend the work on the vocabulary, you could askstudents to turn to the Vocabulary Bank on page 123 anddo the exercises for Explore communication collocations.

For fast finishers Students can write gapped sentences using the

communication collocations from Exercise 4. You can then

put these on the board and ask the class to complete them.

Answers

1 status update 2 digital generation 3 virtual friends

4 face-to-face 5 social network sites

Optional activity

 

• Put students into pairs (A and B). Student A defines a communication collocation fromExercise 4 for their partner to guess.Students swap roles and continue in this way until all the new phrases have been defined.
  Read out the four statements and check that studentsunderstand them.

• To provide students with a model to follow, tell themyour views about these statements and explain why youhold them.

• Point out that there are no right answers in this exercise,but that it offers students a chance to express their personalopinions.

• Put students into pairs to say whether they agree or disagree

with the statements.

 
Optional activity

 

• Ask students to become a part of the internationalcommunity of language learners with the communityCambridge English Facebook page:

https://www.facebook.com/CambridgeEnglish

• Encourage students to follow the posts on the pageas well as to add their own comments.

Homework

 

Exercises 1, 2, 3, 4 and 5 on page 17 of theWorkbook for homework.

Students can also find out which are the top threesocial networks among their family and friends. Students can share what they find out with theirpartner at the beginning of the next lesson.

 
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 ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support -through questioning and the redirecting of questioning in feedback activities

-through observation in group and  end performance activities

-through formative task

 

 

-Use water based pens

-Health promoting techniques

-Points from Safety rules used at this lesson.

REFLECTION

 

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

 

 

 

Long-term plan unit: 2 COMMUNICATION AND TECHNOLOGY School:
Lesson 3
Date: Teacher’s name: 
CLASS: Number present: absent:
Theme of the lesson: Language focus 1 Present Perfect for indefinite past time    
Learning objective (s) that this lesson is contributing to 7.6.7.1- use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics;

7.2.5.1-  recognize the opinion of the speakers in supported extended talk on a range of general and curricular topics;

7.2.6.1- deduce meaning from context with little support in extended talk on a limited range of general and curricular topics;

Lesson objectives All learners will be able to:
Most learners will be able to:

• learn the present perfect for indefinite past time

• learn difference between been and gone

• ask and answer questions using the present perfect

Some learners will be able to:
Success criteria ·         Form simple perfect forms for recent, indefinite andunfinished past actions

·         Identify the position of speakers in an extended talk with some support

·         Recognize detailed information in a short conversation with some support

Value links Lifelonglearning
Cross curricular links    Computer studies
ICT skills Navigatea website, write blog posts
Previouslearning  
Plan
Stages of the lesson Planned activities (replace the notes below with your planned activities) Teacher’s notes
Greeting

 

The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

 
Warm up Books closed. On the board write: Maya has been to lots ofconcerts.

• Ask: When did Maya go to them? Elicit that she went in the past.Ask Do we know exactly when Maya went to the concerts? Elicitthe answer (no).

• Elicit that the sentence on the board is in the present perfect.

 
Practice • Ask students to open their books at page 19.

• Tell students that the example sentences are from the texton page 18.

• Ask students to work alone to complete the sentences usingthe present perfect.

• Put students into pairs to compare their answers.

• For further information and additional exercises, studentscan turn to page 115 of the Grammar reference section.

Answers

2 have, used 3 ‘ve used 4 ‘ve tried 5 haven’t made

  Ask a student to read out the example sentence. Remindstudents they need to use the present perfect.

• Put students into pairs to complete the remaining sentences.

• Check answer and then go through the information in the

Get it right! box. Elicit further example sentences withbeen and gone to test students’ understanding of thedifference between the two verbs.

Answers

2 haven’t read 3 have created/’ve created

4 haven’t used 5 hasn’t deleted 6 has bought/’s bought

  Read out the words in the box and the example sentence.

• Remind students they should use the present perfect andthat they are all irregular verbs.

• Put students into pairs. Pair stronger students with weakerstudents for this task.

• Check answers.

Answers

2 have joined 3 have posted/’ve posted 4 have not/

haven’t written 5 have not/haven’t watched 6 hasgone/’s gone

  Read out the words in the box. Point out that not do will beused twice.

• Ask a student to read out the example sentence.

• Write geek /ɡiːk/ on the board and elicit or explainthe meaning. Also explain that techno /ˈtɛknəʊ/ is anabbreviated form of technology /tɛkˈnɒlədʒi/.

• Ask students to work in pairs to complete the text with thewords in the box.

• Put students in pairs to compare their answers.

Answers

2 have, done 3 have spent/’ve spent 4 haven’t done

5 haven’t done 6 have/’ve, wanted 7 haven’t been

8 have said/’ve said

  LISTENING 1.10

Play the recording for students to listen and checktheir answers to Exercise 4.

 
Read out the example question.

• Ask student to work alone to write questions using theprompts.

• Monitor while students do this task.

Answers

Have you written a blog post?

Have you sent a tweet?

Have you uploaded a video to YouTube?

Have you posted photos to Facebook?

  Read out the example question and answer.

• Put students into pairs to ask and answer the questionsfrom Exercise 6.

• Ask a few students to tell the class something about theirpartner.

 
  You can show this video as either a lead-in or a follow-up to theLanguage Focus 1 lesson.

2.1 Social networks

• Ask: What social network sites do you use? Put students intopairs to ask and answer the question.

• Read out the information about the video.

• Play the video.

• Students watch it and answer the two remaining questions.

• Check answers.

• Then ask students: Is friendship online the same as friendshipoffline?

• See page 138 for further activities you can do with this video.

Answers

• YouTube, Facebook, Wikipedia

• They encourage users to create their own content.

Homework

 

Exercises 1, 2, 3, 4 and 5 on page 14 of theWorkbook for homework.  
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 ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support -through questioning and the redirecting of questioning in feedback activities

-through observation in group and  end performance activities

-through formative task

 

 

-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

 

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

 

 

 

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