Internet Addiction

Unit:2

Daily life and shopping

Teacher name:

Uzbekova Meruyert

Date:

18.10.2021

Grade: 8

Number present: 12

Number absent: 0

Theme of the lesson:

Internet Addiction

Learning objectives(s) that this lesson is contributing to

8.2.3.1- understand with little or no support most of the detail of an argument in extended talk on a wide range of general and curricular topics;

8.3.3.1- give an opinion at discourse level on a wide range of general and curricular topics;

8.4.2.1- understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts;

Lesson objectives

Learners will be able to:

All learners will be able to:

Identify the theme, be able to read and pronounce the words correctly;

Most learners will be able to:

Select, compile, and synthesize information from the reading passage for a conversation;

Some learners will be able to:

* Respond to and discuss about the internet addiction using interpretive, evaluative and creative thinking skills.

Planned timings

Teacher's actions

Pupils` actions

Assessment

Resources

10

minutes

ORGANISATION MOMENT:

The lesson greeting.

Teacher`s conversation with the duty.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

MAIN PART

WARM-UP

Teacher presents ne theme with the help of Quick questions.

Quick questions

• What`s internet?

• How much time do you use the internet?

• What social networks do you use?

• Can you live a day without social networks?

Students respond to greeting and take their places.

The duty answers to the teacher`s questions.

Learners answer the questions and guess the title of today`s theme.

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slide1

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Slide 2

25

minutes

Teacher presents new words

Vocabulary

trapped – в ловушке

virtual – виртуальный

messages –cообщения

chatroom – чат-комната

attack – атакавать

psychologists – психологи

recognize – распознавать

spend – проводить

Study strategy: Matching headings with paragraphs.

Read the text and underline words and ideas that go with headings a-e. Then match the headings with paragraphs 1-4. There is one heading that you do not need. Then listen and check the answers.

a. Online gamer

b. Do something about it.

c. Stolen identity

d. A new identity

e. Serious symptoms

Complete the summary of the text with six of the words in the box.

This article describes two people`s experience of the ____ Jenny spends time in a ____ community, while Tom ____ online. These days some people spend more time in ____ and on game sites than with their ____ friends. It`s a problem which ____ have now identified and which they can treat.

Build your vocabulary

Find the nouns in the text that go with these verbs.

fight make turn on play

recognize feel spend

Term 1

Unit 2 "Daily life and shopping"

School:

Date: 18. 10.201

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

Internet addiction

Learning objectives(s) that this lesson is contributing to

8.S3 give an opinion at discourse level on a wide range of general and curricular topics.

8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts.

Lesson objectives

All learners will be able to:

• identify the meaning of the text about a virtual world and online computer games.

• practice verb and noun collocations by doing exercises and discussion.

Most learners will be able to:

• provide unprepared speech to answer a variety of questions at sentence level and in conversations with some flexibility.

Some learners will be able to:

• discuss a problem in groups about a virtual world and online computer games and suggest a solution for a problem.

Value links

Technology literacy.

Crosscurricular links

Information technology.

Previous learning

Daily life online.

Useof ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Perception of the risk of internet addiction among adolescents in learners' own country and around the world.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up.

Ex.1 p.22. Predicting based on the title.

Main Activities

Ex.2 p.22. Matching headings with paragraphs.

Answers:

1 d 2 a 3 e 4 b

Online gamer:virtual world, Habbo, created avatars, bought clothes /furniture, fighting battle, ogres, play, World of Warcraft, play games online

Do something about it:time to come back to real life, find some help, clinics, advice and cures

A new identity:got another life, avatar, virtual world, Habbo,bought clothes /furniture, her avatar moves from place to place chatting, fighting battles with ogres, World of Warcraft

Serious symptoms:spends all night on the net, time- consuming, obsessive, hasn't slept, hasn't eaten, on the internet for 48 hours non-stop or more than 100 hours a week, your idea of reality changes, tired, depressed, isolated, spent more time online than offline

Ex.3 p.22. Text completion.

Answers:

1) internet

2) virtual

3) plays games

4)сhat rooms

5) real

6) psychologists

Ex.4 p.22. Vocabulary matching task.

Answers:

fight-battlesrecognize-a problem

make-a sandwichfeel-tired/depressed/isolated

play-gamesspend-time

Ex.5 p.22. Sentence completion.

Answers:

1) recognize

2) feel

3) spend

4) plays

5) make

6) fight

New collocations: turn on, feel angry, spend money, play the piano, make noise, recognize a person, fight enemies.

Ex.6 p.22. Speaking in a form of discussion.

CD

Ending the lesson

Giving the hometask. WB p.20.

Self-assessment.

Pair share

At the end of a lesson learners share with their partner:

• Three new things they have learnt

• What they found easy

• What they found difficult

• Something they would like to learn in the future.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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?

Critical thinking

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 learners.

Assessment criteria:

1. Provide a point of view in conversations and discussions.

2. Identify particular information and details in reading passage.

Descriptor:

A learner:

• presents his/her information to the class.

• completes sentences with right phrases.

• Observation

• Feedback on the work

• Self-assessment

Studentsthink critically, exploring, developing, evaluating and making choices about their own and others’ ideas