Communication and technology

Long-term plan unit:

School:

Date:

Teacher name:

Grade:

Number present:

absent:

Theme of the lesson: 10.1 B Communication and technology

Learning objectives(s) that this lesson is contributing to

10. C1 use speaking and listening skills to solve problems creatively and cooperatively in groups.

10. S5 interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasks.

10. L3 understand with little or no support most the detail of an argument in extended talk on a wide range of general and curricular topics.

Lesson objectives

All learners will be able to:

understand most specific information and detail of supported extended talk on a range of general and curricular topics

give an opinion at sentence level on an increasing range of general and curricular topics

Most learners will be able to:

organise and present information clearly to others

respect differing points of view

Some learners will be able to:

communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges

Value links

Showing respect for other views

Cross curricular links

Developing vocabulary range to ICT technologies

ICT skills

Active board

Previous learning

Plan

Planned timings

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

Resources

Beginning

1. Warm- up

2. REBUS “INTERNET”

3. Vocabulary

5. Listening

Internet helps families stay more in touch

Much has been said about how anti-social the Internet and mobile phones are. The truth is however, according to new research, communication technology is bringing people closer together. A study by the Pew Internet and American Life Project found family members were keeping in regular contact today more than ever before. And this is all down to e-mail, chat, our cellphones and SMS messaging. It makes sense. Years ago, it took a long time to write a letter, then find an envelope and go to the post office to buy a stamp and post it. Today we write mails while we wait for our change in the convenience store and they’re sent in an instant. Having free Internet telephone calls also helps us to stay in touch more often and for longer. Everyone’s at it, from five-year-olds to tech-savvy grandparents.

According to the Pew survey, technology has a very positive effect on communication within families. Researchers asked 2,252 adults whether new technologies had increased the quality of communication with their family. Fifty-three percent said it increased communication with family members they did not live with, two per cent said technology decreased this. Numbers were similar for those living in the same house as their family. The project director Lee Rainey said: "There's a new kind of connectedness being built inside of families with these technologies”. Survey co-author Barry Wellman agreed: "It used to be [that] husbands went off to work, wives went off to a different job or else stayed home…and the kids went off to school…and not until 5:30, 6 o'clock did they ever connect," he said.

Middle

1. SYNONYM MATCH: Match the following synonyms from the article:

3. PHRASE MATCH: Match the following phrases from the article (sometimes more than one. combination is possible):

1. TRUE / FALSE: Look at the article’s headline and guess whether these sentences are true (T) or false (F):

TPR activity for eyes

http://www.breakingnewsenglish.com/0810/081021-family.html

End

Discuss

What ideas from the lesson do you find the most useful, interesting, or unusual?

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

More support:

• Provide less able learners with special worksheet to achieve the same goal but according to their language proficiency level.

• Create mixed ability groups and pairs for discussion and pair work. Ensure they are not always in the role of timekeeper.

More able learners:

• Provide more able learners with special worksheet to achieve the same goal but according to their language proficiency level.

• As an extension activity, they could do their own choice of game genre and write the review without extra support.

Assessment – how are you planning to check learners’ learning?

• Monitor learners to check they can pick up specific details when listening to facts of their classmates.

• Observe learners when participating in discussion. Did the group dynamics work? Did each learner contribute to the discussion? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other)

• Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Health and safety check

Differentiation by individual support, taking into account individual abilities of learners

Ongoing assessment

Choice

Formative assessment reading and writing

Breaks and physical activities used.

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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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?