| Long-term plan unit: 2 COMMUNICATION AND TECHNOLOGY | School: Altynsarin |
| Lesson 1 |
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| Date: 3 10 2018 | Teacher’s name: Kabdualieva |
| CLASS: 7 e.z.ж | Number present: | absent: |
| Theme of the lesson: Communication |
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| Learning objective (s) that this lesson is contributing to | • learn vocabulary for different forms of communication. • listen to a conversation about how people communicate. • talk about the different ways you communicate. |
| Lesson objectives | All learners will be able to: |
| Most learners will be able to: |
| Some learners will be able to: |
| Success criteria | 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; 7.3.2.1- ask complex questions to get information about a limited range of general topics and some curricular topics; |
| Value links | Respect, openness |
| Cross curricular links |
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| ICT skills | Work on the interactive board |
| Previous learning |
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| 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? |
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| Warm up | • Books closed. Elicit the different ways in which we communicate in 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 its users to post messages of 140 characters or fewer. Messages sent on Twitter are called Tweets. Skype™, which allows users to make free online calls, was set up in 2003. It is currently owned by Microsoft. |
| Practice | LISTENING 1.8 Ask students to open their books at page 17. • Focus students’ attention on the photos and the words in the box. Students match the forms of communication in the box 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 turns to describe one of the forms of communication in Exercise 1 for their partner to guess: Student A: You send them on your phone. Student B: Text message. |
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| • Remind students which three forms of communication were not pictured in Exercise 1. • Ask students to match these forms of communication with the definitions. | Answers 1 Tweet 2 social media post 3 blog post |
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| Tell students that the comments are examples of the forms of 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 |
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| LISTENING 1.9 Tell students they are going to listen to a conversation 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 |
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| Ask students to work alone to order the forms of communication in Exercise 1 according to how often they use them. • Put students into pairs to compare their answers to Exercise 4. • Students can then work alone to complete the quiz before comparing their answers with a partner. • Ask some students to tell the class about the form of communication that their partner prefers. • To extend the work on the vocabulary, you could ask students to turn to the Vocabulary Bank on page 123 and complete the exercises for Communication. |
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| Optional activity
| • Put students into pairs and ask them to debate, via text message or Tweet, the following statement: Smartphones are a waste of time. • Give students 5–10 minutes for their debate. Make sure they understand that they can only communicate with one 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 great because you can keep in touch with friends easily. |
| Homework
| Exercises 1, 2, 3 and 4 on page 13 of the Workbook for homework. |
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| 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: Altynsarin |
| Lesson 2 |
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| Date: 09,2018 | Teacher’s name: Kabdualieva |
| CLASS: 7 е,ж,з | Number present: | absent: |
| Theme of the lesson: How do you communicate |
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| Learning objective (s) that this lesson is contributing to | • read and do a survey about how teens communicate. • learn communication collocations. • talk about how their friends communicate. |
| Lesson objectives | All learners will be able to: |
| Most learners will be able to: |
| Some learners will be able to: |
| Success criteria | 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 |
| Value links | Respect, cooperation and transparency |
| Cross curricular links | Computer studies |
| ICT skills | Format text with assistance |
| Previous learning |
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| 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? |
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| Warm up | Books closed. Write Facebook on the board. • Put students into small groups and ask them to brainstorm everything they know about the social networking website, e.g. where and when it was set up, who set it up, what the site is 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 Harvard University and soon became the pre-eminent social network. One of its founders, Mark Zuckerberg, is the company’s chairman and CEO, and one of the most celebrated figures of the digital revolution |
| Practice | Ask students to open their books at page 18 and look at the 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 on page 18. |
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| Read out phrases a–c and check students’ understanding of face-to-face (a common phrase which means directly, in person, e.g. I’d rather talk to you face-to-face than on the phone). • Ask students to read the introduction to an online survey and 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 |
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| 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. |
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| Optional activity
| • Put students into small groups to write two to four new questions for the survey about communication habits. • Groups can then swap their surveys and answer the questions. • Ask one member of each group to tell the class about the results of their survey. |
| Communication collocations
| • Refer students to the phrases in the box. Drill the pronunciation. • 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 in their own language of the phrases in the box. • Check answers. • To extend the work on the vocabulary, you could ask students to turn to the Vocabulary Bank on page 123 and do 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 from Exercise 4 for their partner to guess. Students swap roles and continue in this way until all the new phrases have been defined. |
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| Read out the four statements and check that students understand them. • To provide students with a model to follow, tell them your views about these statements and explain why you hold them. • Point out that there are no right answers in this exercise, but that it offers students a chance to express their personal opinions. • Put students into pairs to say whether they agree or disagree with the statements. |
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| Optional activity
| • Ask students to become a part of the international community of language learners with the community Cambridge English Facebook page: https://www.facebook.com/CambridgeEnglish • Encourage students to follow the posts on the page as well as to add their own comments. |
| Homework
| Exercises 1, 2, 3, 4 and 5 on page 17 of the Workbook for homework. Students can also find out which are the top three social networks among their family and friends. Students can share what they find out with their partner at the beginning of the next lesson. |
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| 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 |
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| Date: | Teacher’s name: |
| CLASS: | Number present: | absent: |
| Theme of the lesson: Language focus 1 Present Perfect for indefinite past time |
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| Learning objective (s) that this lesson is contributing to | • learn the present perfect for indefinite past time • learn difference between been and gone • ask and answer questions using the present perfect |
| Lesson objectives | All learners will be able to: |
| Most learners will be able to: |
| Some learners will be able to: |
| Success criteria | 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; |
| Value links | Lifelong learning |
| Cross curricular links | Computer studies |
| ICT skills | Navigate a website, write blog posts |
| Previous learning |
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| 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? |
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| Warm up | Books closed. On the board write: Maya has been to lots of concerts. • 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? Elicit the answer (no). • Elicit that the sentence on the board is in the present perfect. |
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| Practice | • Ask students to open their books at page 19. • Tell students that the example sentences are from the text on page 18. • Ask students to work alone to complete the sentences using the present perfect. • Put students into pairs to compare their answers. • For further information and additional exercises, students can turn to page 115 of the Grammar reference section. | Answers 2 have, used 3 ‘ve used 4 ‘ve tried 5 haven’t made |
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| Ask a student to read out the example sentence. Remind students 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 with been and gone to test students’ understanding of the difference 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 |
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| Read out the words in the box and the example sentence. • Remind students they should use the present perfect and that they are all irregular verbs. • Put students into pairs. Pair stronger students with weaker students 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 has gone/’s gone |
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| Read out the words in the box. Point out that not do will be used twice. • Ask a student to read out the example sentence. • Write geek /ɡiːk/ on the board and elicit or explain the meaning. Also explain that techno /ˈtɛknəʊ/ is an abbreviated form of technology /tɛkˈnɒlədʒi/. • Ask students to work in pairs to complete the text with the words 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 |
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| LISTENING 1.10 Play the recording for students to listen and check their answers to Exercise 4. |
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| Read out the example question. • Ask student to work alone to write questions using the prompts. • 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? |
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| Read out the example question and answer. • Put students into pairs to ask and answer the questions from Exercise 6. • Ask a few students to tell the class something about their partner. |
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| You can show this video as either a lead-in or a follow-up to the Language Focus 1 lesson. 2.1 Social networks • Ask: What social network sites do you use? Put students into pairs 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 friendship offline? • 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 the Workbook for homework. |
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| 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 4 |
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| Date: 7 | Teacher’s name: |
| CLASS: | Number present: | absent: |
| Theme of the lesson: Communication verbs. Short conversations |
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| Learning objective (s) that this lesson is contributing to | • learn communication verbs. • talk about communicating with others. • listen to conversations about relationships. |
| Lesson objectives | All learners will be able to: |
| Most learners will be able to: |
| Some learners will be able to: |
| Success criteria | 7.1.7.1- develop and sustain a consistent argument when speaking or writing; 7.1.8.1- develop intercultural awareness through reading and discussion; 7.2.7.1-begin to recognize typical features at word, sentence and text level of a limited range of spoken genres; 7.2.8.1- understand supported narratives on a wide range of general and curricular topics |
| Value links | Respect, cooperation |
| Cross curricular links | |
| ICT skills | Operate a CD player |
| Previous learning |
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| 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? |
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| Warm up | Books closed. Tell students you have broken your friend’s smartphone by accident. You are worried he will be very angry with you and not listen to what you have to say. • Explain that this is an example of a communication problem. Ask: What should I do? Elicit students’ ideas. |
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| Practice | LISTENING 1.11 Ask students to open their books at page 20. • Elicit the meanings of all the verbs in the box as a whole class activity. • Ask students to complete the sentences with the correct forms of the communication verbs. • Play the recording for students to listen, check their answers and repeat. • Pay particular attention to the pronunciation of boast /bəʊst/, argue /ˈɑːgjuː/ and shout /ʃaʊt/. | Answers 2 complain 3 gossiping 4 boast 5 joke 6 criticise 7 whisper 8 shouting |
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| Give students time to think of which three situations they would like to talk about. • This exercise asks students about events which may have caused them distress, so let them know they don’t have to say any more than they wish to. |
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| • Put students into pairs to tell each other about the three situations they chose in Exercise 2. • To extend the work on the vocabulary, you could ask students to turn to the Vocabulary Bank on page 123 and complete the exercises for Communication verbs. |
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| Short conversations 4 Put students into pairs to answer the questions |
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| LISTENING 1.12 Tell students they are going to listen to four conversations. • Play the recording for students to listen and match the photos in Exercise 4 with the conversations. | Answers 1 d 2 c 3 b 4 a |
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| Play the recording again. • Students listen and answer the questions. | Answers 1: 1 She’s tired of school. 2 To have a holiday abroad. 2: 1 To stop shouting. 2 Alex is not a fan any more. 3: 1 She was wearing too much make-up and strange clothes yesterday. 2 She doesn’t want Bella to criticise her friend. 4: 1 In an hour. 2 Paul tells him about a competition. |
| Homework
| Exercises 1, 2, 3 and 4 on page 15 of the Workbook for homework |
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| 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: Altynsarin |
| Lesson 5 |
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| Date: | Teacher’s name: Kabdualieva |
| CLASS: 7 з,е,ж | Number present: | absent: |
| Theme of the lesson: Language focus 2 First conditional + may/might, be able to |
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| Learning objective (s) that this lesson is contributing to | • learn the first conditional with may/might, be able to. • to talk about possible future situations in their life. |
| Lesson objectives | All learners will be able to: |
| Most learners will be able to: |
| Some learners will be able to: |
| Success criteria | 7.6.17.1- use if / unless in first conditional clauses; use defining relative clauses with which who that where on a wide range of familiar general and curricular topics 7.3.8.1- recount some extended stories and events on a growing range of general and curricular topics 7.3.3.1- give an opinion at discourse level on a growing range of general and curricular topics; |
| Value links | Respect, cooperation |
| Cross curricular links | Kazakh, Russian |
| ICT skills |
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| Previous learning | Present and Future simple tenses |
| 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? | Preparation • Bring photocopies of the Audioscript from page 20. |
| Warm up | Books closed. Write the following on the board: If I go to New York on holiday, … introduce ways of finishing the sentence and write them on the board, e.g. I’ll see the Statue of Liberty or I’ll visit the Museum of Modern Art. • Explain that the sentences are examples of the first conditional. • Ask: When will I see the Statue of Liberty? (Answer: If I go to New York.) • Explain that one action can’t happen without the other. First Conditional (первое условное наклонение) используется тогда, когда мы говорим о своих планах на настоящее или ближайшее будущее и выполнение этих планов реально.
При построении условных предложений в русском языке мы обе его части ставим в будущем времени. В английском языке после if (условная часть) мы употребляем Present Simple (настоящее время), а во второй части предложения (результат) – will + глагол в инфинитиве.
If + Present Simple --------- will + verb
Пример: If I have time, I will watch TV. – Если у меня будет время, я посмотрю телевизор.
Части предложения можно менять местами, например: I will watch TV, If I have time.
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| Practice | • Ask students to open their books at page 21. • Tell students that the example sentences are from the listening on page 20. • Give out photocopies of the audioscript, which students can use to help them complete the sentences. | Answers 2 ’ll be 3 ’ll 4 ’re 5 won’t meet |
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| Complete the first sentence with the class. • Ask students to complete the remaining sentences with the expressions in the box. Pair stronger and weaker students together. Check answers with the class. | Answers 1 may have 2 be able to 3 definitely send 4 probably meet 5 might miss |
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| Ask students to read and complete the rules. • Check the answers. • Read out the information in the Get it right! box. • For further information and additional exercises, students can turn to page 115 of the Grammar reference section. | Answers 1 We use the first conditional to talk about possible situations in the future. 2 We can use might/may, and be able to instead of will. 3 When we use adverbs they come before the verb. |
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| Ask students to read the example. • Give students a few minutes to write the remaining sentences. Check the answers. | Answers 2 If you post an update, I will definitely read it. 3 I’ll text you if I get lost. 4 If she speaks quickly, I might not understand. 5 You might make new friends if you join the club. 6 If they practise a lot, they will be able to win. |
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| • Ask students to describe what they can see in the photo (a town centre with shops). • Check students’ understanding of council (a group of people elected to govern a town or city and run its services) and then ask students to work alone to complete the text using the verbs in brackets. • Students can compare their answers in pairs. | Answers 2 might walk or cycle 3 won’t be 4 will visit 5 is 6 come 7 ’ll have 8 get 9 ’ll be able to stay 10 don’t find 11 may go |
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| INTONATION IN FIRST CONDITIONAL SENTENCES 1. 2.40 Ask students to turn to page 112. • Play the recording. Students listen and repeat the sentences. 2. 2.41 Play the recording for students to mark the intonation patterns on the stressed words in the sentences. 3. 2.41 Play the recording for students to check their answers to Exercise 2. 4. Ask students to work in pairs to practise saying the sentences in Exercise 2. Monitor while students do this, checking that they use the correct intonation patterns. | Answers 1 If he doesn’t call, I’ll send him a message. 2 You’ll meet my friends if you get there early. 3 If you don’t listen to me, you won’t understand. 4 I’ll make more friends in London if I speak good English. 5 He’ll help if we have a problem. 6 If we get homework, I won’t go out. |
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| YOUR TURN • Give students time to read through the incomplete sentences and then ask them to work alone to complete the sentences. • Put students into pairs to compare their sentences they wrote in Exercise 6. • Ask some students to tell the class some interesting things their partner told them. |
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| Game
| • Play Expanding Sentences to practise the first conditional. • See Games Bank on page 28. |
| Homework
| Exercises 1, 2, 3 and 4 on page 16 of the Workbook for homework. |
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| 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. |
| 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 6 |
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| Date: | Teacher’s name: |
| CLASS: | Number present: | absent: |
| Theme of the lesson: The language of future |
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| Learning objective (s) that this lesson is contributing to | • watch a video about Mandarin Chinese and the growth of China. • talk about China and their country. |
| Lesson objectives | All learners will be able to: |
| Most learners will be able to: |
| Some learners will be able to: |
| Success criteria | 7.2.6.1- deduce meaning from context with little support in extended talk on a limited range of general and curricular topics; 7.2.7.1-begin to recognize typical features at word, sentence and text level of a limited range of spoken genres; 7.3.3.1- give an opinion at discourse level on a growing range of general and curricular topics; 7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics; |
| Value links | Labour and creativity, lifelong learning |
| Cross curricular links | Geography, History |
| ICT skills | Use video player |
| Previous learning |
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| 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? |
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| Warm up | Books closed. Ask: What do you know about China? • Put students into small groups and ask them to make a list of things they know about China. • Ask one member of each group to report back to the class. | Background Mandarin is a Chinese language spoken in the north of China, in and around Beijing. It is the standard literary language and the official form of Chinese. |
| Practice | Ask students to open their books at page 22 and look at the photos. • Put students into pairs to answer the two questions. • Go through the questions with the class a whole. Do not accept or reject any ideas at this stage as students will watch the video in Exercise 2 to check their answers. |
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| VIDEO 2.2 Play the video for students to check their answers to Exercise 1. | Answers 1 China produces many things, like clothes and mobile phones. 2 People use different languages, but Mandarin is the official spoken language. |
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| 2.2 Focus attention on the numbers in 1–4. Check that students are able to pronounce billion /ˈbɪljən/ and know how to read 40,000 (forty thousand). • Play the video again for students to note down what these numbers refer to. • Check answers. | Answers 1 About 1.4 billion people live in China. 2 There are about 40,000 characters in Mandarin. 3 In the late 1950s, the Chinese developed a system called ‘Pinyin’. 4 In 10 or 20 years, Mandarin may become the number one language in the world. |
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| Give students time to read through the sentences and choose the answers. • Students can compare answers in pairs before you check answers with the class. | Answers 1 c 2 a 3 b 4 a 5 a |
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| Read out the three phrases. • Put students into pairs and ask them if they can remember what images are seen when the three phrases are heard. |
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| VIDEO 2.2 Play the video again for students to check their answers to Exercise 5. | Answers 1 a big city with lots of cars 2 women working at a toy factory 3 people in a Chinese city at night |
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| YOUR TURN • Read out the questions. • Put students into small groups to ask and answer them. • Ask some students to report back to the class on the answers their partner gave. |
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| Homework
| For homework, students can learn some basic Mandarin with this short BBC course: http://www.bbc.co.uk/languages/chinese/real_chinese/ |
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| 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 7 |
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| Date: | Teacher’s name: |
| CLASS: | Number present: | absent: |
| Theme of the lesson: The world of English |
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| Learning objective (s) that this lesson is contributing to | • read an article about the English language. • talk about their experience of learning English. |
| Lesson objectives | All learners will be able to: |
| Most learners will be able to: |
| Some learners will be able to: |
| Success criteria | 7.3.2.1- ask complex questions to get information about a limited range of general topics and some curricular topics; 7.3.3.1- give an opinion at discourse level on a growing range of general and curricular topics; 7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics; 7.4.3.1- understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts |
| Value links | Labour and creativity, cooperation, lifelong learning |
| Cross curricular links | Kazakh, Russian |
| ICT skills |
|
| Previous learning |
|
| 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. Put students into small groups and give them 30 seconds to come up with a list of the most widely-spoken languages in the world, e.g. Mandarin Chinese, Spanish, English. • Put the languages that students come up with on the board and then ask students to name countries where each of those languages is spoken as a first language, e.g. English is spoken in the UK, the USA, Canada, Australia, New Zealand, etc. |
|
| Practice | Ask students to open their books at page 23 and look at the pictures. • Put students into pairs to answer the two questions. • Check answers. | Answers 1 the STOP sign in an Arab country; the flight information sign in a French-speaking country; the entrance sign in China 2 So that everyone can understand them. |
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| Read out the question and then ask students to read the article to find the answer to it. Help weaker students by encouraging them to skim the text to look for key words such as number one, world, language. Check the answer. • Read out the information in the FACT! box. Ask students if they think that Mandarin will ever become the world’s lingua franca. You could also ask students if they think that their own language will become the world’s number one language. | Answer yes |
|
| Give students time to read the text again. • Ask students to work alone to decide whether the statements are true or false. Tell students to correct the false sentences. • Students can compare answers in pairs before you check answers with the class. | Answers 1 T 2 F (The numbers are similar.) 3 F (In Denmark, people speak it as a foreign language.) 4 T 5 F (Selfie and app have come into use in the English language in the last few years.) 6 F (We’ll have to wait and see.) |
| Optional activity
| • Write the following statement on the board: The English language is too dominant. Check understanding of the statement and then put students into small groups to discuss it. • Encourage students to give reasons for their opinions, e.g. I agree. Everyone wants to learn English, but we should all learn to speak several languages. |
|
| Explore phrasal verbs • Read out the example and test students’ understanding of go up by eliciting example sentences using that particular meaning of the phrasal verb. • Put students into pairs to complete the rest of the exercise. Encourage students to look at the phrasal verbs in context in the article to help them determine their meaning. • Check answers. • To extend the work on the vocabulary, you could ask students to turn to the Vocabulary Bank on page 123 and do the exercises for Explore phrasal verbs. | Answers 1 go up 2 come into use 3 turn into 4 get by 5 keep on |
|
| YOUR TURN • Ask a student to read out the example sentence. • Ask them to complete the four sentences with their own ideas. • Monitor while students write their sentences. Help as necessary. • Put students into pairs to compare their sentences. • Ask students to tell the class something they found out about their partner. |
|
| Optional activity
| • Put students into small groups and ask them to discuss their ideas about the best way to learn a foreign language. • Students should come up with a list of what they think are the best ideas. There can be as many items in this list as students wish, but they should aim for a minimum of five. • One member of each group can report their group’s ideas to the class and you can then encourage further debate. |
| Homework
| Exercise 5 on page 16 of the Workbook for homework. Ask students to look at the website of polyglot Alex Rawlings: http://rawlangs.com/. Students can watch his videos, read his posts, and see what they think of his approach to language learning. |
|
| 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 8 |
|
| Date: | Teacher’s name: |
| CLASS: | Number present: | absent: |
| Theme of the lesson: Reassuring someone |
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| Learning objective (s) that this lesson is contributing to | • watch teenagers talking about class presentations. • listen to a girl reassuring her younger sister. • practise reassuring each other. |
| Lesson objectives | All learners will be able to: |
| Most learners will be able to: |
| Some learners will be able to: |
| Success criteria | 7.2.1.1- understand with little support the main points in extended talk on a limited range of general and 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; 7.2.5.1- 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; 7.2.7.1-begin to recognize typical features at word, sentence and text level of a limited range of spoken genres; 7.2.8.1- understand supported narratives on a wide range of general and curricular topics |
| Value links | Respect, cooperation |
| Cross curricular links | |
| ICT skills |
|
| Previous learning |
|
| 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. Tell students that your friend is worried about an important exam tomorrow. Explain that you have reassured your friend that everything would be all right. Write reassure someone on the board and explain that the verb means to say something to someone to stop them from worrying about something. • Elicit any phrases students know for reassuring someone and write them on the board. |
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| Practice | REAL TALK: Have you ever given a class presentation? 2.3 Ask students to open their books at page 24 and tell them they are going to watch some teenagers answering the following question: Have you ever given a class presentation? • Give students some time to read the three questions and then play the video or the recording. • Students can compare answers in pairs before you check answers with the class. | Answers a 4 b 2 c 2 |
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| Put students into pairs to ask and answer the question. Encourage them to ask additional questions, e.g. What was the presentation about? How did you feel before you gave the presentation? Did it go well? • To extend this, you could then ask the class: What makes a good presentation? |
|
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| LISTENING 1.13 Tell students they are going to listen to Helen talking to her older sister. • Play the recording for students to listen and answer the question. | Answer giving a presentation in an English class |
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| Give students time to look through the gapped conversation. • Ask students to work alone to complete the conversation with the words in the Useful language box. Stronger students can try to complete the conversation without looking at the phrases in the box. • Students can compare answers in pairs. |
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|
| 1.13 Play the recording for students to check their answers to Exercise 4. • Ask students to pay particular attention to the intonation used by the speakers on the recording. | Answers 2 don’t need 3 worry 4 be fine 5 help you 6 there’s 7 all right |
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| Ask students to work in pairs to act out the conversation in Exercise 4. They can act it out twice, taking a different part each time. |
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| Ask students to work with a partner to practise the language for reassuring someone. • Students practise a conversation by changing the words in bold in Exercise 4 and using the information from Problems 1 and 2 in Exercise 7. • Pair stronger students with weaker students to do this task. |
|
| Optional activity
| • Put students into small groups. • Ask students to invent a problematic situation such as the ones in Exercise 7. • Ask a student from each group to read out their problem. • Put students into pairs. • Ask them to choose one of the new problems to talk about. • Students act out a conversation in which one student explains their problem and the other student offers them reassurance. |
| 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 9 |
|
| Date: | Teacher’s name: |
| CLASS: | Number present: | absent: |
| Theme of the lesson: An essay writing |
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|
| Learning objective (s) that this lesson is contributing to | • read an essay about mobile phones. • learn how to introduce points and arguments in an essay. • write an essay about social networking. |
| Lesson objectives | All learners will be able to: |
| Most learners will be able to: |
| Some learners will be able to: |
| Success criteria | 7.5.1.1- plan, write, edit and proofread work at text level with some support on a range of general and curricular topics; 7.5.3.1- write with moderate grammatical accuracy on a limited range of familiar general and curricular topics; 7.5.5.1- develop with some support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics; 7.5.8.1- spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics |
| Value links | Lifelong learning |
| Cross curricular links | Kazakh, Russian |
| ICT skills |
|
| Previous learning |
|
| 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 essay on the board. • Check students’ understanding of the word and then find out how often they are asked to write essays in school, whether they enjoy writing them, and what makes an essay interesting to read. | Background An essay is a short written composition in which the writer sets out to discuss a particular subject or put forward an argument without going into the detail associated with a formal academic text. |
| Practice | Ask students to open their books at page 25. • Ask students to look at the photo, read the essay and choose the correct title for it. • Students can compare answers in pairs before you check the answer with the class. | Answer a |
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| Ask students to read the essay again. • Put students into pairs to answer the questions. • Check answers. • Ask students which of the arguments are the strongest and why. | Answers 1 The writer asks a question. 2 There are three arguments. 3 There are three arguments. 4 That mobiles have improved communication for teenagers, but people mustn’t use them too much. |
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| Read out the information in the Useful language box. • Ask students to work alone to find four other words or phrases used to introduce arguments in the essay. • Check answers. |
|
| Fast finishers
| Students can translate the words and phrases in the Useful language box into their own language and write an example sentence in English with each of those words and phrases. | Answers also For one thing, … In addition, … Lastly, … |
|
| • Read out the example sentence. • Ask students to work alone to complete the remaining gaps using the words in the box. • Students can compare answers in pairs before you check answers with the class. | Answers 1 more, lastly 2 Firstly, addition |
| GET WRITING
| PLAN • Students should do their planning in class. The writing can either be done in class or at home. • Tell students they are going to write an essay about social networking. • Refer students to the words and phrases in Exercise 4 used to introduce points and arguments and then go through the plan of how to organise information in an essay. • Point out that the introduction and conclusion should not be too long. The detail should go in the main part of the essay. • Ask students to work alone to plan their essays. WRITE • Tell students to use the essay in Exercise 1 as a model to follow. • Give students ten minutes to complete the writing task. Students should write about 120 words. • Monitor while students are writing. Help with grammar and vocabulary as necessary. • Encourage students to produce at least two drafts of their essay. CHECK • Give students a few minutes to look through their essays and check them against the points here. • Collect students’ essays and mark them. |
|
| Homework
| Exercises 1, 2, 3 and 4 on page 18 and Exercises 5, 6, 7, 8, 9, 10 and 11 on page 19 of the Workbook for homework. You can also ask students to write three essay questions related to the theme of technology. Collect these at the start of the next lesson, read them out, and ask students to choose one to write about. Students can then write their new essays for homework to provide them with further practice of the useful language and the essay form. |
| 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 10 |
|
| Date: | Teacher’s name: |
| CLASS: | Number present: | absent: |
| Theme of the lesson: End-of-term test |
|
|
| Learning objective (s) that this lesson is contributing to | Giving each pupil a summative assessment Checking on general progress and obtaining feedback Measuring what pupils have learnt Identification of problem areas |
| Lesson objectives | All learners will be able to: |
| Most learners will be able to: |
| Some learners will be able to: |
| Success criteria | 7.1.6.1- organize and present information clearly to others; 7.1.7.1- develop and sustain a consistent argument when speaking or writing; 7.2.7.1-begin to recognize typical features at word, sentence and text level of a limited range of spoken genres; 7.2.5.1- recognize the opinion of the speakers in supported extended talk on a range of 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; 7.3.3.1- give an opinion at discourse level on a growing range of general and curricular topics; 7.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics; 7.5.1.1- plan, write, edit and proofread work at text level with some support on a range of general and curricular topics; 7.5.3.1- write with moderate grammatical accuracy on a limited range of familiar general and curricular topics; 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; |
| Value links |
|
| Cross curricular links | Labour and creativity, cooperation, lifelong learning |
| ICT skills |
|
| Previous learning |
|
| 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? |
|
| Preparation | Revise all the themes of the Unit 2, answer the students’ questions. Explain how to work on the tasks, time limits and requirements. | Use the site http://esource.cambridge.org to download the tests, audio and audioscripts and answer keys. |
| Practice | Students’ work on: Language focus, Vocabulary, Useful language, Listening, Reading, Writing. Speaking tests are downloaded separately. |
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| 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 -Breaks and physical activities used. |
| 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 11 |
|
| Date: | Teacher’s name: |
| CLASS: | Number present: | absent: |
| Theme of the lesson: CLIL. Early written communication |
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| Learning objective (s) that this lesson is contributing to | • listen to and read about the development of written communication. • write a short message in pictures. |
| Lesson objectives | All learners will be able to: |
| Most learners will be able to: |
| Some learners will be able to: |
| Success criteria | 7.5.6.1- 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; 7.5.8.1- spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics 7.4.2.1- understand specific information and detail in texts 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; |
| Value links | Labour and creativity, cooperation, lifelong learning |
| Cross curricular links | Technology |
| ICT skills |
|
| Previous learning |
|
| 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. Ask: What is an alphabet? • Elicit students’ ideas. Suggested answer: A set of letters or symbols used to represent sound s in a particular language. | Background The Rosetta Stone can be seen in the British Museum in London |
| Practice | Ask students to open their books at page 26. • Read out the questions. • Ask students to work in pairs to ask and answer them. |
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| LISTENING 1.14 Ask students to read the text to check their answers to Exercise 1. • Check the pronunciation of hieroglyphics /hʌɪrəˈɡlɪfɪks/ and papyrus /pəˈpʌɪrəs/. | Answers 1 About 6,000 years ago. 2 They carved or painted hieroglyphs on stone. They also used heiratic and demotic writing on papyrus or cloth. 3 It comes from the first two Greek letters: alpha and beta. |
| • Give students time to read through the statements. • Students work alone to decide whether the statements are true or false. They should correct the false sentences. • Check answers. | Answers 1 F (Homo erectus didn’t write at all.) 2 T 3 T 4 F (It also represented vowels.) 5 F (They adapted it from the Greek Alphabet.) |
| Give students dictionaries so they can check the meanings of the words in the box. • Students can work in pairs to complete the text. | Answers 1 logographic 2 logograms 3 pronunciation 4 logograms 5 Alphabetic 6 spoken 7 alphabets |
| 1.15 Tell students they are going to listen to a linguist. • Play the recording for students to listen and decide which of the subjects the linguist talks about. | Answers a d |
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| YOUR TURN • Give students time to work out a simple logographic system. • Students write a short message using their system and then show it to another pair, whose job it is to decipher it. • Students will need to give one another some help to work out the meaning of the symbols. |
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| DISCOVERY EDUCATION 2.4 Pictures with meaning See page 145 for activities you can do with this video. |
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| Homework
| For homework, students can do online research about the Rosetta Stone. |
|
| 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 12 |
|
| Date: | Teacher’s name: |
| CLASS: | Number present: | absent: |
| Theme of the lesson: EXPO-2017 |
|
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| Learning objective (s) that this lesson is contributing to | • read an article about a 2017 international exhibition on alternative energy sources. • decide if information about the article is true or false. • talk about ideas for a future expo event. |
| Lesson objectives | All learners will be able to: |
| Most learners will be able to: |
| Some learners will be able to: |
| Success criteria | 7.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics; 7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics; |
| Value links | Kazakh patriotism and civil responsibility |
| Cross curricular links | Sciences |
| ICT skills |
|
| Previous learning |
|
| 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 | Write Expo on the board. Elicit or teach that this is an abbreviation of exposition. Ask students what they know about expos, where previous ones have been held, what their themes have been, etc. • As students may not know much about these events, you could turn this into a digital activity, asking students to do some research online into which cities have hosted expos. | Background EXPO is an abbreviation of exposition. It refers to an exhibition which usually has a unifying theme and lasts for anything from a few weeks to a few months. Such exhibitions have been held since the mid-nineteenth century, and tend to be held every three or four years, although expos have also been held in consecutive years or even in the same year. They have been known by a variety of names, such as the great exhibition, world fairs, international expositions or universal expositions |
| Practice | Read out the headline and point students to the photo, then ask: What do you think the theme of the 2017 Expo was? Elicit that the photo shows wind turbines or renewable energy. Elicit the idea that new forms of energy are needed to replace our reliance on fossil fuels. • Check students’ understanding of the following vocabulary: live sustainably, pavilions, environmentally-friendly, energysaving technology, decorated, represent, craftsmen, specially designed, spirit, landscape. • Ask students to work alone to read the text. They can then answer the questions. |
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| When you check the answers, ask students to point out the part of the text which led them to say that each of the statements was either true or false. For example, we know that statement 1 is false because of the sentence ‘the exhibition in Astana lasted from 10th June to 10th September 2017.’ • To extend the work on the text, write the two questions at the beginning of the article on the board. Put students into groups and give them a few minutes to discuss these questions. One person from each group can report their group’s ideas to the class. You can then continue the discussion with the class as a whole. | Answers 1 F (It lasted three months.) 2 F (Its main aim was to look at answers to the world’s energy problems.) 3 T 4 T 5 F (It was a celebration of Kazakh culture.) 6 F (They visited other places in Kazakhstan on tours.) |
| Optional activity
| • Put students into small groups to design their own expo. Students should think about the theme of their expo, a location for it, what the pavilions will show, and why visitors would be excited to attend the event. • Each group then presents its idea for an expo to the class, e.g. Our expo will be in Almaty. The theme will be how art and culture will change in 21st century Kazakhstan. If you come to our expo, you will be able to enjoy our exciting pavilions, which will introduce visitors to new ideas through videos and performances by actors and musicians. • The class can vote on which of the ideas for an expo sounds the most exciting. |
| Homework
| For homework, ask students to do some research into something mentioned in the article: the smart city. What is a smart city? Is it really the city of the future? Students can look online to find out more about this. At the beginning of the next lesson, they can share what they found out in groups before you discuss it briefly with the class as a whole. |
|
| 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: | School: |
| Lesson |
|
| Date: | Teacher’s name: |
| CLASS: | Number present: | absent: |
| Theme of the lesson: |
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| Learning objective (s) that this lesson is contributing to |
|
| Lesson objectives | All learners will be able to: |
| Most learners will be able to: |
| Some learners will be able to: |
| Success criteria |
|
| Value links |
|
| Cross curricular links |
|
| ICT skills |
|
| Previous learning |
|
| 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 |
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| Practice |
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| Homework
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| 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? |
