Long term plan unit:
| School: |
Date:21/07/17
| Teacher name: |
| Grade: 7 | Number present: | Absent: |
| Theme of the lesson: Making a brochure/leaflet. |
Learning objectives (s) that this lesson is contributing to
| 7.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics7.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics7.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics
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| Levels of thinking skills | Unerstanding,Application,Analysis,Syntethis,Assessment |
| Lesson objectives | All learners will be able to:-use appropriate subject-specific vocabulary and syntax to talk and to understand the theme “ making a brochure”.- complete the range familiar topics on the theme “Making a brochure/leaflet ” with support.Make a scheme on the theme: “Making a brochure/leaflet ” with moderate grammatical accuracy
Most learners will be able to:-identify appropriate subject-specific vocabulary and syntax to talk about making a Travel brochure.- discuss the range familiar topics on the theme “Making a Travel brochure/leaflet ” with support.Some learners will be able to:-add appropriate subject-specific vocabulary and syntax to talk about making a brochure.- plan the range familiar topics on the theme “Making a brochure/leaflet ” with questions.-check on the theme: “Making a brochure/leaflet ” with moderate grammatical accuracy
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Assessment criteria
| Explain the detail of an argument in extended talk on the topic ““Making a brochure/leaflet ”Make up sentences with grammatical accuracy for project work using the subject-specific vocabulary about Travel. |
| Value links | Values of the national idea “MangilikYel” - Economic growth based on industrialization and innovation |
| Cross curricular links | Geography |
| Previous learning | The best places of Kazakhstan |
| Plan |
| Time | Planned activities | Resources |
| Beginning8 | Greeting and organization moments.Warm-up «In the sea»
2. Checking up the home tasks.
Teacher shares learners into 3 subgroups:First group-Guides-
Second group-Agents-Third group-Sellers- |
Pictures
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Middle
| 4.Lead in - Showing video to determine the topicWhat did you understand from showing video? How do you think what kind of theme will we talk about? Learners guess the topic of the lesson.
5. Pre-reading task.Task 1 -Match the new words with definitions.Make a project work using vocabulary.
1.Brochure-a)design2.Template-b)model, texture3.Margin-c)mold4.Graphics-d)benefit5.Mockup-e)pamphlet
Answer: 1-e, 2-c, 3-d, 4-a, 5-b;
Descriptor: Learners match the new words with definitions.Learners make a project work using vocabulary.Post-reading taskTask-2Make a brochure.
Descriptors: Learners make a brochure.Task-3 Answer the questions.
1.What is a brochure?2.What purposes can a brochure serve?3.Who might a brochure target?4.What can you do with brochures?5.How do you plan to make a brochure?6.How do write My brochure and design your brochure?
Descriptor: Learners answer the questions;
| https://youtube.be/pe_phr53of4
worksheet
Flipchart, markers, glue, different color papers
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End 5m
| Reflection. Method "Five fingers". Learners should draw the shape of own hands and write on each finger.
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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 checkICT links |
For less able learners:Teacher shows and gives worksheet of ready-made brochures.
For most able learners: Teacher gives only motivatingadvices to make a brochure. | In the beginning of the lesson learners are introduced to Descriptors. They reflect each other at the end of the lesson through two stars and a wish in oral form. In order to make changes according to the perception level of learners disadvantages of the lesson will be assessedIn order to motivate learners after each their answer a teacher gives formative assessment in oral form.Reflection through “Five fingers”1 finger – difficulties during the lesson2 finger – what do you like during the lesson3 finger – your mood4 finger – what do you do today?5 finger – what do you learn today? | Safety rules. Health saving technologies. |
ReflectionWere the lesson objectives/learning objectives realistic? Did the learners achieve the LO? If not, why?Did my planned differentiation work well? Did I stick to timings?What changes did I make from my plan and why?
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Summary evaluationWhat two things went really well (consider both teaching and learning)?
1:
2:What two things would have improved the lesson (consider both teaching and learning)?
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2:
What have I learned from this lesson about the class or achievements/ difficulties of individuals that will inform my next lesson?
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ҚР Білім және Ғылым министірлігінің стандартымен жасалған
08 Қаңтар 2019
1029
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