Lesson<\/strong> objectives <\/strong><\/p>\n<\/td>\n All learners will be able to:<\/strong><\/p>\n<\/td>\n<\/tr>\n Read a review and do the preparation task Most learners will be able to:<\/strong><\/p>\n<\/td>\n<\/tr>\n Provide unprepared speech to answer a variety of questions at sentence level\u00a0 Some learners will be able to: <\/strong><\/p>\n<\/td>\n<\/tr>\n Read and write a review and do all the reading, writing tasks without mistakes; Language<\/strong>objective<\/strong><\/p>\n<\/td>\n Vocabulary related to social media review Assessment criteria<\/strong><\/p>\n \u00a0<\/strong><\/p>\n<\/td>\n To understand\u00a0 meaning from context with little support Value links<\/strong><\/p>\n<\/td>\n Transparency, cooperation, academic honesty<\/p>\n<\/td>\n<\/tr>\n Cross<\/strong>curricular<\/strong> l<\/strong>ink<\/strong>s<\/strong><\/p>\n<\/td>\n \u00a0ICT<\/p>\n<\/td>\n<\/tr>\n Previous learning<\/strong><\/p>\n<\/td>\n Reading and talking about \u00a0\u201cmass media\u201d<\/p>\n<\/td>\n<\/tr>\n Use<\/strong>of ICT<\/strong><\/p>\n<\/td>\n Projector or Smart board for showing a presentation, using on-line dictionaries<\/p>\n<\/td>\n<\/tr>\n Pastoral Care<\/strong><\/p>\n<\/td>\n Student centered teaching: respect, support and scaffolding; Planned timings<\/strong><\/p>\n<\/td>\n Planned activities<\/strong><\/p>\n<\/td>\n Resources<\/strong><\/p>\n<\/td>\n<\/tr>\n \u00a0<\/p>\n 5 minutes<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n<\/td>\n \u00a0Before reading<\/strong> (develop a plan for reading by<\/p>\n \u00a0[1] activating and building upon prior knowledge and experiences [1] predicting what text is about based on text features, visuals, and text type [1] setting a purpose for reading)<\/p>\n Warm-up<\/span><\/strong> THE MASS MEDIA<\/span><\/strong> This is a guessing game to revise ‘the media’ Vocabulary. Through a multiple choice exercise the students will revise some vocabulary related to the theme. Thin and Thick Questions. Two teams. \u20185 fingers\u2019 <\/em><\/strong>They are invited to choose one of the answers: if it’s the wrong one they must go back if it’s the correct one they maycontinue to the next.<\/p>\n \u00a0<\/strong><\/p>\n Lead-in \u00a0<\/strong>\u201d<\/strong>The Basket of Ideas\u201d \u00a0<\/strong>T-CL What do these signs mean?<\/p>\n Write ideas and put them into the basket. Then share ideas<\/strong><\/p>\n Learners together with the teacher come to the lesson theme and objectives. Each student\u00a0 writes down everything he knows about on the given paper. This stage does not last long — 2-3 minutes. Work in groups<\/strong>. Students exchange information, finding out what their opinions have coincided with, and what are the disagreements.\u00a0 At this stage, each group expresses their opinion on the topic, brings their knowledge or expresses ideas on this issue. And the answers should not be repeated. All statements the teacher briefly writes down on the blackboard.<\/p>\n In the «basket» everything that has to do with the topic of the lesson comes off: ideas, names, terms, etc. Important! Suggestions, assumptions and ideas are not criticized or evaluated. At this stage, just collecting information<\/strong>.<\/p>\n Positive Reinforcement: T-P1, P2… <\/strong>\u201cNice, Well done\u201d, \u201cGreat Job\u201d<\/p>\n Pre-Teach (Vocabulary and Grammar Work) \u00a0\u00a0\u201cQUICK RIGHT\u201d<\/strong><\/p>\n Write down<\/strong> what kind of things you have \u201cliked\u201d on Facebook the past week. Be as specific as possible. 3 minutes to write as many things as possible. If you don\u2019t have Facebook, write down which websites you have visited. (New and drilling V is based on grammar structure Past Simple)\u00a0 Then read. Sharing ideas<\/p>\n Positive Reinforsment: T-P1, P2… \u201cNice, Well done\u201d, \u201cGreat Job\u201d<\/p>\n Assessment criteria: to check accuracy of Vocabulary and Grammar ; to understand main idea<\/p>\n Peer assessment \u201c2 Stars and one wish\u201d<\/p>\n \u00a0<\/p>\n<\/td>\n \u00a0<\/p>\n \u00a0<\/p>\n PPP slide 1, 2\u00a0<\/p>\n \u00a0<\/p>\n PPP slide 3-10<\/p>\n \u00a0<\/p>\n Appendix 1<\/p>\n<\/td>\n<\/tr>\n Main part<\/strong><\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n 10 min.<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n 15 min.<\/p>\n<\/td>\n The main part of the lesson<\/span><\/strong><\/p>\n \u00a0(P) Before learners start reading, teacher let them choose the reading task according to their language level (* — easier task) or (** — more challenging task). After that teacher asks them to sit with a partner with the articles and do the preparation exercise in pairs. Preparation exercises are also differentiated according to the learners\u2019 language level.<\/p>\n Teacher together with the learners check the answers in open class.<\/p>\n Before reading teacher discusses the assessment criteria together with the learners:<\/p>\n During reading<\/strong><\/p>\n Descriptors:<\/strong><\/p>\n To construct and confirm meaning and interpret texts by<\/p>\n \u00a0[1] connecting new texts with prior knowledge and experiences<\/p>\n [1] checking predictions for accuracy<\/p>\n [1] determining key vocabulary<\/p>\n [1] self-monitoring difficulty in decoding and comprehending text<\/p>\n Reading task<\/strong>\u00a0 \u201cThe value of social media\u201d.<\/p>\n (I) Teacher suggests reading activities to the learners. Learners read the texts Easier task<\/strong> \u2013 11 out of 14 should be done correctly (80 %)<\/p>\n \u201cScanning\u201d <\/strong><\/p>\n Assessment criteria<\/strong> To categorise information with column and headings. GROUP work. Change the answer sheets with groups. \u00a0 Differentiated Task2 \u201cIntensive reading\u201d<\/strong><\/p>\n Group #1 \u201cScrambled Paragraphs\u201d<\/strong>\u00a0\u00a0 Share a paragraphed text with students and ask them to identify why each paragraph starts where it does. For differentiation, students could match given reasons to paragraphs<\/p>\n More challenging task<\/strong>)\u00a0\u00a0 — 13 out of 16 should be done correctly (80%)<\/p>\n \u201cScrambled Paragraphs\u201d<\/strong>\u00a0\u00a0 Share a paragraphed text with students and ask them to give each paragraph a sub-heading that summarises what the paragraph is about.<\/p>\n During the reading task learners are allowed to use on \u2013 line dictionaries.<\/p>\n The texts and reading exercises are differentiated according to the learners\u2019 language level.<\/p>\n Peer assessment<\/strong><\/p>\n (I W) Teacher shows the right answers on the board. Learners exchange their worksheets with a partner and check themselves according with the assessment criteria.<\/p>\n Teacher asks learners to explain the right choice in reading tasks.<\/p>\n Speaking on social media review structure \u00a0<\/span><\/strong><\/p>\n (W) Teacher suggests learners to discuss a social media review structure asking them the following questions:<\/p>\n What \u00a0should we mention when we write RAFT in a social media review?<\/p>\n What should we write in \u201cRole\u201d, \u201cAuditory\u201d, \u201cForm\u201d \u201cTheme\u201d?<\/p>\n \u00a0Descriptors<\/strong><\/p>\n Students summarize the key ideas<\/p>\n connect and compare information from texts to experience and knowledge\u00a0\u00a0 R.A.F.T.<\/strong><\/p>\n Teacher suggests learners to write a review of social media. The<\/p>\n R.A.F.T. Assignment Assessment and Feedback Rubric <\/em><\/strong><\/p>\n Assessment criteria:<\/strong><\/p>\n Accuracy. How correct is your information? \u00a0<\/p>\n Perspective.Do you stay in role?<\/p>\n Focus <\/strong>Do you stay to assigned format?<\/p>\n Mechanics <\/strong>Does your writing contain a minimal of mechanical errors?<\/p>\n Benchmark<\/strong> How is the overall quality of your work compared with both past work and ever increasing expectations of better work?<\/p>\n Optional: during writing task teacher may provide learners with vocabulary bank.<\/p>\n \u00a0<\/p>\n<\/td>\n \u00a0<\/p>\n Appendix 2<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n PPP slide 5<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n PPP slide 6\u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n Appendix 1<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n PPP slide 7,8<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n Appendix 4<\/p>\n \u00a0<\/p>\n PPP slide 9,10<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n Additional resource<\/p>\n<\/td>\n<\/tr>\n 5 min.<\/p>\n<\/td>\n Reflection \u201c<\/strong>Exit tickets\u201d<\/strong> have been around for a long time because their appeal to students and teachers alike is powerful. Try some of these sentence starters to engage all of your students. You could even post these for students to refer to during the class<\/p>\n \u2022 Today I learned\u2026\u00a0 Home task<\/strong><\/p>\n Prepare for discussion. Fill in the T-Chart. \u201cFor\u201d and \u201cAgainst\u201d social networking sites<\/p>\n<\/td>\n Appendix<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n PPP slide 11<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n PPP slide 12<\/p>\n<\/td>\n<\/tr>\n \u00a0\u00a0 End<\/p>\n 1min<\/p>\n<\/td>\n Feedback: Teacher asks learners what task was difficult to them and which pair worked well.<\/p>\n<\/td>\n \u00a0<\/p>\n<\/td>\n<\/tr>\n Additional<\/strong>information<\/strong><\/p>\n<\/td>\n<\/tr>\n Differentiation \u2013 how do you plan to give more support? How do you plan to challenge the more able learners?<\/strong><\/p>\n<\/td>\n Assessment \u2013 how are you planning to check learners\u2019 learning?<\/strong><\/p>\n<\/td>\n Critical thinking<\/strong><\/p>\n<\/td>\n<\/tr>\n \u00a0Less able learners:<\/strong> provide less able learners with vocabulary bank list. \u201cScrambled Paragraphs\u201d<\/strong>\u00a0\u00a0 Share a paragraphed text with students and ask them to identify why each paragraph starts where it does. For differentiation, students could match given reasons to paragraphs<\/p>\n (Additional task in case the time is piled up \u201cA Hidden Message\u201d(with a support) <\/strong>Find the right answer e.x. <\/strong><\/p>\n How many social medium accounts have British users got?<\/p>\n \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 a)1\u00a0\u00a0 b) 2\u00a0\u00a0\u00a0\u00a0 c) 3\u00a0\u00a0\u00a0 d) 4\u00a0 )<\/p>\n \u00a0<\/p>\n More able learners:<\/strong> make analysis of their work and help weaker ones to arrange information.<\/p>\n \u00a0\u201cScrambled Paragraphs\u201d<\/strong>\u00a0\u00a0 Share a paragraphed text with students and ask them to give each paragraph a sub-heading that summarises what the paragraph is about.<\/p>\n (Additional task in case the time is piled up<\/strong> \u201cWord Detectives<\/strong>\u201d: Thesaurus and dictionary activities. Task 2 Find words or expressions from the text with the following meanings: <\/strong><\/p>\n attractive<\/p>\n staying in touch with\u00a0<\/p>\n trying persistently to persuade someone to do something<\/p>\n grown or developed rapidly<\/p>\n hardly<\/p>\n approximately<\/p>\n excited interest or talk about something<\/p>\n get someone\u2019s attention and prevent them from concentrating on something)<\/p>\n During the reading task learners are allowed to use on \u2013 line dictionaries.<\/p>\n The texts and reading exercises are differentiated according to the learners\u2019 language level.<\/p>\n \u00a0<\/p>\n<\/td>\n Did all learners manage to do the reading exercises correctly? If not, why?<\/p>\n Peer assessment<\/strong><\/p>\n (I W) Teacher shows the right answers on the board. Learners exchange their worksheets with a partner and check themselves according with the assessment criteria.<\/p>\n Teacher asks learners to explain the right choice in reading tasks.<\/p>\n \u00a0<\/strong><\/p>\n Critera Assessment<\/strong><\/p>\n Reading Comprehension Rubric<\/strong><\/p>\n Monitor learners to check they can write a social media review. \u00a0RAFT<\/p>\n Observe learners when participating in Readind and Writing.<\/p>\n The<\/p>\n R.A.F.T. Assignment Assessment and Feedback Rubric <\/em><\/strong><\/p>\n Assessment criteria:<\/strong><\/p>\n Accuracy. How correct is your information? \u00a0<\/p>\n Perspective.Do you stay in role?<\/p>\n Focus <\/strong>Do you stay to assigned format?<\/p>\n Mechanics <\/strong>Does your writing contain a minimal of mechanical errors?<\/p>\n Benchmark<\/strong> How is the overall quality of your work compared with both past work and ever increasing expectations of better work?<\/p>\n<\/td>\n RAFT to encourage learners to write creatively, to consider a topic from a different perspective and to gain practice writing for different audiences.<\/p>\n Such activities as \u201cThe Basket of Ideas\u201d, \u201cThe Mass Media\u201d guessing game Scanning and Intensive Reading: \u201cScrambled Paragraphs\u201d, \u201cThin and Thick Questions\u201d, \u201cExit Tickets\u201d provide critical thinking while working \u00a0and answering to them.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n \u00a0<\/strong>Appendix 1 Read the following text<\/strong><\/p>\n \u00a0<\/strong>The value of social media<\/strong><\/p>\n The value of social media <\/strong>or digital natives who never knew life before social media, the world seems like it has always been the same but for digital migrants, the present looks nothing like the past. If you were born in the late 1990s onwards, just try to imagine what your life would be like without Facebook, Twitter or Instagram. Does it look appealing to you? Probably not. Your social interaction depends so much on social media and keeping up with friends requires you to be online most, if not all, of the time. This is why your parents and friends probably keep urging you to get away from your computer or put your smart phone down and spend more time with them.<\/p>\n These social media sites serve different types of users by targeting different needs and interests. WhatsApp is popular among instant messaging fans. It also offers other services like sharing pictures, videos and location, as well as voice calls. In this regard, WhatsApp is very similar to Viber, although the latter specializes in instant messaging and voice calls. Professionals who are interested in finding like-minded people with professional interests turn their heads towards LinkedIn. On this platform, they can discuss their business and professional interests away from the general topics that are usually popular on other social networks.<\/p>\n The use of social media has boomed in recent years and statistics show that nowadays, there are almost two billion social network users in the world, most of them teenagers and young adults. This obsession with social media is well reflected in statistics. According to Statista, a website specializing in statistics, 51% of worldwide Facebook users who make new friends at least once a week are between 18 and 33 years of age. However, when it comes to younger users between 13 and 17 years of age, 72% of them make at least one new friend per week. This percentage gains more significance when we learn from Facebook that its monthly active users worldwide as of the second quarter of 2015 reached some 1.5 billion. This number barely reached 750 million monthly active users in the second quarter of 2011. In the same period of 2009, this number was roughly 250 million. As you see, these numbers speak for themselves but the more information we learn about the use of social media, the more interesting it gets.<\/p>\n \u00a0<\/p>\n \u00a0<\/p>\n In the UK, for instance, the use of social networks is dominated by the 90% of young people between 16 and 24 years old who are on social media and the 75% of those between the ages of 25 and 44 who use Facebook. Add to this the fact that, in 2014, Facebook and YouTube were the top social media sites accessed by 8\u201315-year-olds in Great Britain.<\/p>\n What do young users spend their time doing on social media? There are a number of things but the top activities are finding out what friends are doing, sending them messages and knowing what they are watching or listening to. This is for 16\u201324-year-olds, followed in second place by 25\u201334-year-olds, who come first in keeping in touch with relatives.<\/p>\n In the midst of this entire buzz about social media, alarming voices warning of the dangers of such a situation can be heard. Some people argue that young people\u2019s overuse of social media represents an addiction that threatens their real-life communication skills. Moreover, this addiction can distract them from their studies and affect their concentration, especially given the many cases of use of social media during class that have been reported. Meanwhile, overuse of social networks by adults can harm their relationships. Other disadvantages include wasting time, identity theft, cyber bullying and crimes against children.<\/p>\n Now, where do you stand in all this? Are you a social media addict? Do you think social networking is worth all the importance people give to it?<\/p>\n \u00a0Appendix2 Writing Actvity<\/strong><\/p>\n \u00a0Critera Assessment \u00a0<\/strong><\/p>\n<\/td>\n Criteria <\/strong><\/p>\n<\/td>\n Advanced Proficient Basic Below Basic B <\/strong><\/p>\n E <\/strong><\/p>\n F <\/strong><\/p>\n O <\/strong><\/p>\n\n \n \n
Read a review and circle the best answer;
Write a review in accordance with social media review structure.<\/p>\n<\/td>\n<\/tr>\n\n \n \n \n
and\u00a0 in conversations with some flexibility;
Write a social media review with minor mistakes.<\/p>\n<\/td>\n<\/tr>\n\n \n \n \n
Assist less able learners during pair and class work.\u00a0<\/p>\n<\/td>\n<\/tr>\n\n \n \n
Present, Past and Future Simple tenses<\/p>\n<\/td>\n<\/tr>\n\n \n \n
To construct paragraphs and use cohesion within and between paragraphs;
To write accuracy and follow the order<\/p>\n<\/td>\n<\/tr>\n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n
To create a friendly atmosphere for collaborative work.
Promote a sense of self-esteem and self-respect and respect for others among all the learners.<\/p>\n<\/td>\n<\/tr>\n\n \n \n \n \n \n \n \n \n \n \n
Clue on the screen after finishing.<\/p>\n![\"\"](\"http:\/\/ustaz.ipkvko.kz\/wp-content\/uploads\/2018\/05\/images_img_2018_5_2006-1.JPG\")
<\/p>\n![\"\"](\"http:\/\/ustaz.ipkvko.kz\/wp-content\/uploads\/2018\/05\/images_img_2018_5_2006-2.JPG\")
After reading<\/span><\/strong><\/p>\n\n \n \n \n
\u2022 I was surprised when\u2026\u00a0
\u2022 I\u2019m beginning to wonder\u2026\u00a0
\u2022 I think I will\u2026\u00a0
\u2022 I would have liked\u2026
\u2022 Now I understand\u00a0
\u2022 Class would be more interesting if\u2026\u00a0
\u2022 I can be more successful in this class if I\u2026
\u2022 I wish\u2026\u00a0
Then teacher gives some comments for better achievements.<\/p>\n\n \n \n \n \n \n \n \n \n \n \n \n \n \n ![\"\"](\"http:\/\/ustaz.ipkvko.kz\/wp-content\/uploads\/2018\/05\/images_img_2018_5_2006-3.JPG\")
<\/strong><\/p>\n\n ![\"\"](\"http:\/\/ustaz.ipkvko.kz\/wp-content\/uploads\/2018\/05\/images_img_2018_5_2006-4.JPG\")
<\/strong><\/p>\n
<\/strong>Reading Comprehension Rubric<\/strong>\u00a0<\/strong><\/p>\n\n\n
\n \n \n \n
<\/strong>4<\/strong><\/p>\n<\/td>\n\n
3 <\/strong><\/p>\n<\/td>\n\n
2 <\/strong><\/p>\n<\/td>\n\n
1 <\/strong><\/p>\n<\/td>\n<\/tr>\n\n \n