To make a brochure

Long term plan unit:

School:№ 10

Teacher name: Ustemirova R

Grade: 7

Number present: 14

Absent:0

Theme of the lesson: A brochure

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 topics

7.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 topics

7.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

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

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

Beginning

8

1. Greeting and organization moments.

2. 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

Middle

4.Lead in - Showing video to determine the topic

What 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)design

2.Template-b)model, texture

3.Margin-c)mold

4.Graphics-d)benefit

5.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 task

Task-2

Make 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

End

5m

Reflection. Method "Five fingers".

Learners should draw the shape of own hands and write on each finger.

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
ICT links

For less able learners: Teacher shows and gives worksheet of ready-made brochures.

For most able learners: Teacher gives only motivating advices 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 assessed

In 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 lesson

2 finger – what do you like during the lesson

3 finger – your mood

4 finger – what do you do today?

5 finger – what do you learn today?

Safety rules. Health saving technologies.

Reflection

Were 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?

Summary evaluation

What 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)?

1:

2:

What have I learned from this lesson about the class or achievements/ difficulties of individuals that will inform my next lesson?