1_Forms_lp_l2_v2
Оценка 4.7

1_Forms_lp_l2_v2

Оценка 4.7
docx
09.05.2020
1_Forms_lp_l2_v2
1_Forms_lp_l2_v2.docx

                                        Short Term Plan

Long-term plan unit:

 10.1D Graphical objects

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

 

Forms

Learning objectives(s) that this lesson is contributing to

10.3.2.4 create an SQL data entry form;

Lesson objectives

Create an SQL data entry form in Microsoft Access

Success criteria

All learners will be able to:

Create an SQL data entry form in Microsoft Access

 

Language objectives

 

Subject vocabulary and terminology:

SQL, form, database, prototype.

Speaking and writing helpful phrases:

Methods to identify….

Different types of…

How can we use…

What is a purpose of…

Value links

Soft skills

Respect for each other when working in groups

 

Cross curricular links

English

Previous learning

Video Applications

Plan

Planned lesson stages

Planned activities

Resources

Beginning

 

0-3

 

3-5

mins

Organizational moment:  

Question for students:

Can you remember what we discussed in our previous lesson?

 

Teacher says topic for today

 

 

 

 

PPT Slide (2)

 

 

PPT Slide (3)

 

 

 

 

 

 

video

5-15min

 

 

 

 

Personal work

15-35min

 

 

 

 

 

 

 

 

Teacher shows a short video, asks student to write all necessary down

 

 

 

 

Students create their own forms on existing databases. Share with each other.

PPT Slide (4)

 

 

 

 

 

PPT Slide (5)

 

 

 

 

 

The end of the lesson

35 - 40

 

 

 

 

 

 

 

At the end of the lesson, learners reflect on their learning:

            What has been learned

            What remained unclear

            What needs more attention

Reflection Thermometer:

http://cs313826.vk.me/v313826507/998a/8YrriHaVI3U.jpg                          36,60С  interesting, useful

                          380С is not interesting, hard

                          340С useless, priceless

 

 

PPT Slide (6)

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

Differentiation can be expressed in the selection of tasks, in the expected result from a particular student, in providing individual support to the student, in selecting the educational material and resources, taking into account the individual abilities of the students (Theory of Multiple Intelligence by Gardner). Differentiation can be used at any stage of the lesson, taking into account the rational use of time.

Use this section to record the methods that you will use to assess what the students have learned during the lesson.

 

Health and safety check links.

Used active exercises.

Items applied from the Safety Rules in this lesson.

Reflection

 

Were the lesson objectives/learning objectives realistic? Did all 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?

 

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

 

 

 

 

 

 

 

 

 

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 individuals that will inform my next lesson?

 

 

 

 

 

 


 

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Short Term Plan Long-term plan unit: 10

Short Term Plan Long-term plan unit: 10

Personal work 15-35min

Personal work 15-35min

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2:

Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2:
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