6Computer Science_10_Revision_Web-development
Оценка 4.6

6Computer Science_10_Revision_Web-development

Оценка 4.6
docx
09.05.2020
6Computer Science_10_Revision_Web-development
6Computer Science_10_Revision_Web-development.docx

                                                       Short Term Plan

Long-term plan unit:

10.4А Web-development

School:

Date:

Teacher name:

Grade:

Number present:

absent:

The topic of the lesson:

 

Website Development Techniques. HTML. CSS

 

Learning objectives(s) that this lesson is contributing to

Learners are able to:

·     use HTML tags for web page developing

·     use CSS when designing web pages;

·     use ready-made scripts when developing web pages;

·     use HTML tags to insert multimedia objects on a web page.

 

Assessment criteria

Learners are able to:

list in writing and orally the basic steps of creating a web page.

 

Success criteria

All learners will be able to know:

·         list the key steps in designing a website orally and in writing

Most learners will be able to know:

·         Demonstrates at least ten html tags

Some learners will be able to know:

·         Reproduces multiple web pages based on the provided image

Language objectives

 

Useful phrases for dialogue / writing

Web site, Web server, Web address, Web page, hypertext, hyperlink, tag

Useful set(s) of phrases for dialogue/writing:

·         The initial step is to decide on your preferred layout by looking at other websites.

·         Secondly, consider the style you are aiming for…

·         Having done that, think about the text…

·         The next thing to decide is the names of files and folders….

·         After that, you should work out what kind of images….

·         Subsequently, you need to think about links.

·         Finally, using HTML…

Value links

Group work , co-operation, time management

Cross curricular links

English

Previous learning

 

Plan

Planned lesson stages

Planned activities

Resources

Beginning

 

0-3 min

 

 

4-9 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10-15 min

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Discuss the following questions with students

·         What does CSS mean and why do we use it?

·         What is CMS and WYSIWYG?  What is the difference?

·         Give 3 problems with a static website?

Students work individually, but can discuss some points. they underestimate each other

1 – What do these tags do?

<p> =

<br> =

<hr> =

<ul> =

<ol> =

<li> =

 

2 – Write a CSS rule (code) to turn all heading 3s blue:

 

 

3 – Name the three components of a CSS style rule:

 

1 –

2 –

3 -

4 –

Individual task

Task1.

Figure 1 shows a web page that has been displayed in a web browser.

Изображение выглядит как снимок экрана

Автоматически созданное описание

Figure 2 shows the HTML and CSS code that was used to create the web

page shown in Figure 1. Some of the code has been replaced with the

numbers

Изображение выглядит как снимок экрана

Автоматически созданное описание

Write the missing code from Figure 2 in Table 1 below, next to the number

that indicates where it should appear. The first one has been done for you.

Изображение выглядит как снимок экрана

Автоматически созданное описание

 

 

presentation

Middle

16- 37 min

 

 

 

 

 

 

 

 

 

Create your own page.

 

Criteria:

1. Using classes in CSS, set the template style -

bold, and color-red.

2. The page must contain:

A) The Photo

B) NAME

C) date of birth

(C) Place of birth

E) brief information about yourself

3. Put the contents from A to C in the table.

4. At the end, add today's date.

( http://www.w3schools.com/xml/xml_dom.asp )

Presentation

 

 

http://computerlessons.ru/lessons/css/2.html

 

 

https://www.w3schools.com/quiztest/quiztest.asp?qtest=CSS

 

The end of the lesson

38 - 40

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

    What has been learned

    What remained unclear

    What needs more attention

 

 

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

Planned activitiesResources

Planned activitiesResources

Discuss the following questions with students ·

Discuss the following questions with students ·

The end of the lesson 38 - 40At the end of the lesson, learners reflect on their learning: ✓

The end of the lesson 38 - 40At the end of the lesson, learners reflect on their learning: ✓

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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