short term plan "Joining a club"

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Short term plan 21

School

Date:

Teacher name:

CLASS: 7^th grade

Number present:

absent:

Lesson title

Joinimg a club

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

7.L5 understand most specific information and detail of supported, extended talk on a range general and curricular topics

7.S5 keep interaction going in longer exchanges on a range of general and curricular topics

Lesson objectives

• demonstrate about application forms for clubs

• listen to a dialogue about joining a club

• practise talking about joining a club

Assessment criteria

• identify the full name of the person Mark Haywood

• identify name the class correctly

• Play a role in the dialogue

Values links

Communicate with the world through media and be one of the greatest country with much developed technology.

Cross-curricular links

Computer science, math.

Previous learning

Communication and technology

Plan

Planned timings

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

Resources

Start (5 mins)

Greetings: good morning, students! How are you today? I am glad to see you today.

Warming – up

Ask students if they are members of any clubs, particulary any sporting clubs.

Find out if they have been in these clubs for long and whether they had to fill in forms when they joined.

Ask point of view of the students about the slide show. Let the students guess the theme of the lesson.

Interactive board

Middle (30mins)

New words on the flash cards(teacher gives definitions to the new words.)

Assessment criteria:

-identify the full name of the person Mark Haywood

Ex 1p 39

Focus students on the handwritten note and elicit that it is someone’s personal information. Ask students to identify the full name of the person (Mark Haywood)

Match parts of an application form 1–7 with information a–g. Then listen and check.

1. date of birth 5 postal address

2. email address 6 post code

3. first name 7 surname

4. mobile number

Play the CD. Students listen and check their answers.

Answers:

1e2c3a4d5f6g7b

Descriptor: a learner

-match the parts of the forms 1-7 with the information in the handwritten note

Feedback:

Who was able to do this task?

Who could not do this task? Please, put up your hand

Differentiation by pace

Ex3 17

Look at the photos and match them with the words in the box. Then listen to a conversation between an assistant at a youth club and Eve. What class does Eve join?

Assessment criteria:

-identify name the class correctly.

Descriptor: a learner

• listens to a conversation between an assistant and Eve;

• identifies the class she choose.

Formative assessment: clapping

Excellent- Clap your hands up

Good- Clap your hands in front of you

Satisfactory- Clap your hands down

Now let’s do the relax

Energizer (This, That)

Ex 1 p 17

Study the key phrases. Then listen to the conversation again and answer the questions.

1. What is Eve’s surname?

2. What is Eve’s mobile number?

3. What town does Eve live in?

4. What time does the first drama class start?

5. What costs £28?

Answers:

1. Readdie

2. 07008556789

3. Oxford

4. 7 o’clock

5. A year’s membershop of the youth club

Differentiation by outcomes

Listen and repeat the dialogue

Mark Hello. I’d like to join the scuba diving club.

Assistant Of course. No problem. What’s your date of birth?

Mark its 25 th june 1997

Assistant Great. What’s your name?

Mark Mark Haywood.

Etc.

Assessment criteria:

• Play a role in the dialogue

Descriptor: a learner

• listens and repeats the dialogue line by line;

• practises the dialogue in pairs.

Interactive board

Interactive board

Cards

Cards

Hand outs

End

Feedback “Unfinished sentences”

Have we achieved the objectives of the lesson?

Learners should complete sentences what they have learnt during the lesson

got acquainted with ….

During today’s lesson I have found out ….

learnt ….

remembered ….

Evaluation Final Self-Assessment: Tick “Yes” or “No”

		yes	no
1	I can use spell my name and surname
2	I can use the new words in my speech
3	I can share your ideas

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?

Healthandsafetycheck

Less able students I will support with giving definitions to some unfamiliar words;

More able learners I’ll support by gestures, mime;

Most learners I’ll support by reminding them the grammar rules.

1. Concept checking

2. Traffic lights