Young people and technology social interaction план урока 7 класс

Обновлено: 28.03.2024

Then ask their attention to think which time these situations refer to. You may ask extra questions such as:

Did our grandparents experience this kind of life?

Do you think they were happy with it?

Would you prefer to live in this life too?

Then show different types of technology items on ppt and ask what they see and name all of them. Grab their attention by asking how these types of technology are connected with early time.

Teacher writes a lesson theme on the board or shows on next slide “Young people and technology” Students have to open and write today’s lesson theme.

Pre-teaching vocabulary

Pair work. They list three electronic devices that they use most regularly. A and B students have 2 minutes to talk about their electronic devices when and how they use them.

Individual work. They label the photos with words from the list and answer which devices are not illustrated. Teacher help to sound each word correctly by making phonetic drill exercise.

Post-learning vocabulary

Individual work.

Complete the sentences with the words below.

Ebook reader/ hard disk recorder/ HD TV/ notebook/ satellite TV/ Smartphone

  1. I can carry hundreds of books around with me on my …….. and I don’t need a bag!
  2. We can record over 100 hours of television programmes on our …………. .
  3. We’ve got ……….at home. There’s a choice of more than 100 channels!
  4. My dad takes his ………. with him on the train so that he can work.
  5. I can do anything on my …… - play music, record videos, send emails and make phone calls of course!
  6. The picture on our new …….. is amazingly clear.

Completed the sentences with new words in 2mins

Participated in discussion actively

Pre-listening activity. Work on with phrases together and make sure they will not find difficult in comprehending while they are performing listening exercise.

Ex:5. Ask them guess which of the phrases might appear in adverts for devices a-e. Then check for their correctness and explain if they don’t understand what these phrases stand for.

Read the exam strategy. Which of the phrases below might appear in adverts for devices a-e?

Charge the battery / download a book/ find the way/ make a call/ pick up email/ play music/ record/ rewind/ pause a programme/ store photos/ surf the net/ watch films.

  1. Tablet PC
  2. Hard disk recorder
  3. MP3 player
  4. Ebook reder
  5. Satnav

2.27 Listen to four radio advertisements. Match each advertisement (1-4) with a device (a-e) from exercise 5. There is one device that you do not need.

1_____________ 2____________ 3______________ 4_______________

Ask them to listen to four advertisement. Match each advertisement 1-4 with a device a-e from exercise 5. There is one device that they do not need

Self –assessment

Achieved if I answered 3 questions out of 4 in listening exercise.

Participated in discussion and new words practice exercise actively

Solutions. Elementary p.54

Concluding the lesson

Self and peer assessment chart

Giving the hometask Read the text “Electronic obsessions” on p. 56 from Solutions Sb Pre-interm

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

Less motivated learners will be able to understand the meaning of new electronic devices by listening recording and repeating after it. Pictures of them are displayed for better understanding

More able learners will be able to give an example of their grandparents’ life (what kind of technology they used). They are informed first used to and didn’t use to construction

Most able learners will be able to give instruction of use those devices to the class

Peer and individual assessment were used using special assessment descriptor.

They were reminded to be careful when they use electronic device. Short time discussion was held how about do’s and don’t actions when to use them

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Sun-the best star -good cloud-need work.

Summary evaluation

What two things went really well (consider both teaching and learning)?

What two things would have improved the lesson (consider both teaching and learning)?

7. UE6 use a variety of examples in Past Simple and there is\are.

Lesson objectives

All learners will be able to:

-Use new lexis in levelled tasks using Past Simple from cards ;

-Do research work;

Most learners will be able to:

- Translate the sentences;

- Listen to the text and understand content of the topic.

Some learners will be able to:

-Express their opinion about the theme with the help of handout using the construction there is/are;

-Find and name kinds of technology.

Assessment criteria

  • Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences;
  • Give feedback;
  • Make sentences using Past simple and construction there is/are

Language objective

Use grammar structures in Past Simple, revision there is/are

Values links

Be prepared to learn throughout life;

Cross-curricular links

Computer studies, physics, self-education.

Previous learning

Students have studied ‘hobby’ topic, can talk and write about their likes and dislikes

Planned timings

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

Method “Hot chair”- 4 or 5 students need to ask questions to learner who is on duty about the date, day and weather.

  1. Boys and girls now we must guess the topic of our lesson. Look at the pictures and say the first letter.(3min)

Board, lesson objectives

  1. Vocabulary (3 min). Let’s start to introduce new words, I show pictures to you then you need repeat after me, from end to start, chorus, everybody pronounce.

a microwave oven

a vacuum cleaner

a TV remote-control unit

Work in groups:

1/ Well, wonderful inventions are changing the lifestyle of millions of people all over the world. So I give you the statement why people use them, and your task is to name what gadgets and machines people use. (5min.)

a camera – to take photographs

a microwave oven – to cook, defrost, reheat pre-prepared food

a mobile phone – to receive or calls around the home

a TV set – to have fun and to entertain

a vacuum cleaner – to perform everyday cleaning tasks from vacuuming to cleaning up liquids, dust and waste and shampooing carpets

an alarm clock – to wake up people

a computer – to write programmes, play games, find and use information

a calculator – to do calculations in sunlight or daylight

a TV remote-control unit – to operate the TV set from a distance

a dishwasher – to wash the dishes

Descriptors: A learner

Finds easy key words in its definition

Matches words with definitions

Feedback: Students express their opinions about task

Ass-t: assessment other group

2/ What kinds of technologies may be (5 min.)

Descriptors: A learner

recalls kinds of technologies

writes 2 types of technology

Feedback: to discuss following word combinations in their own opinion

Ass-t: assessment other group

For pupils of special educational needs( ООП )

Match the pictures with types of technologies ( Соединить картинки с видами технологий )

You will listen the text about “ Mobile phones”, you should listen attentively and the task you should put the parts all the text in right order.(7min)

Descriptors: A learner

Understands main idea of the text

Tells tittle of the text

Puts thin questions (2) about the text to other group

Puts the parts all the text in right order

After then everybody looks to the blackboard with keys.

Feedback: Students express their opinion about role of mobile phones in our life.

Ass-t: self assessment.

For pupils of special educational needs( ООП )

Rewrite the text (переписать текст )

Physical education (2 min)

Each group need make a dialogue about advantages or disadvantages between new technology and young people.

(7 min)

Weak learners

Answer to prepared questions:

  • What kinds of new technologies do you know?
  • What technologies you use most?
  • What kind of technology do you like?

Middle learners

Answer to prepared questions and add their own questions

Strong learners

Make dialogue with 7-8 replica

Feedback: Students express their own opinion what they liked /disliked in work.

Ass-t : self evaluation

Ass-t: self assessment

Weak learners should write 7-10 simple sentences

Middle learners should write 10-13 sentences

Strong learners should write 13-15 complex sentences

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

Differentiation can be achieved through the selection of activities , identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of leaners (Theory of Multiple Intelligences by Gardner).

Use this section to record the techniques that you will use to assess what the learners have learned during the lesson.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? 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.


Some learners will be able to: To ask and answer complex questions on the topic young people and technology.

Teacher greets students and gives clues to guess the topic. They need to find stickers and pictures with hints around the class.

-Many people have one these days

-I am usually in your school bag or your pocket

-I can send messages or call to others

1 2 3 4 5

/ mobile phone / laptop / play station/ipod/camera/

Descriptor

1Match the words to the picture

Speaking Task 2 (I,P,W) “Think –Pair-Share’’. Ask and answer questions about advantages and disadvantages of technology

Descriptor

1 Asks questions

2 Answers questions

Reading task. Station to station. Arrange classroom settings.

Pre- reading activity

Read the text and try to find out the meaning of the unknown words in pairs

Task 3 Read the text Mobile Phone. Answer statements true, false, doesn’t it say.

1 Kate can’t exist without her mobile phone.

2 She got her mobile in January.

3 Her parents bought her the mobile phone one year ago.

4 There’s a calculator in her mobile.

5 She can connect to the Internet with her mobile.

6 She usually listens to music on her mobile.

7 She can’t read emails on her mobile.

8 There are often a lot of problems with mobile phones.

Descriptor

1)Read the text

2) Answer statements true, false, doesn’t it say.

Task 4 Read the text Mobile Phone. Answer the questions.

Нажмите, чтобы узнать подробности

Students walk around the class and talk to other students about Internet addiction. Change partners often and share your findings.

Teacher tells the students the objectives of the lesson

Make an argument and evolve reasoning while speaking;

Support a talk with peers while agree, disagree and discuss the order of actions and plans to fulfil the tasks;

Demonstrate the ability to write grammatically correct sentences on familiar topics;

Evolve arguments, reasons, and evidence for a limited range of written genres;

Task 1. Discussion: In pairs / groups, talk about these topics or words from the article. What will the article say about them? What can you say about these words and your life?

survey / Internet / mental health / problems / regularly / habits / depression / professor / addicted / activities / trouble / planning / time management / find out

Have a discussion about the topics you liked. Change topics and partners frequently.

Internet: Students A strongly believe the Internet is more bad than good; Students B strongly believe the Internet is more good than bad. Change partners again and talk about your conversations.

Task 2: Addicted: Rate these things for Internet addiction. 1 = not addicted; 10 = highly addicted. Share your ratings with your partner(s). Do you do these things?

Watching hockey/football matches at the stadiums

having lunch with someone

walking with your friends

doing exercises in gym

watching a movie at the cinema

Peer assessment: Students evaluate their classmates’ ideas on the given topic in terms of creativity

Task 3: The main part of the lesson

Is the Internet good or bad?

Teens cannot live without the Internet and spend most of their time on it. Is this a good thing?

The Internet is a useful tool. You can find the information on any topic and use it for schoolwork and projects. Also, the Internet helps communication. You can chat or send emails to your friends wherever they are.

On the other hand, the Internet can be harmful. If you spend too many hours online or in front of the screen, it can damage your eyes. The Internet can also distract you from real life. You may avoid hanging out with your friends or neglect your homework.

Overall, the Internet is helpful in learning and communications. However, teens must use it sensibly.

What advantages does Wendy mention? What examples does she give?

What is Wendy’s recommendation?

Differentiation

Less capable learners answer 3 questions

More capable learners formulate more extended answer for the third question with their own facts

Find the topic sentences in the main body paragraph. Can you suggest any other examples?

Task 4: Discuss the following questions with a partner:

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