Lesson plan
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Long-term plan unit: |
Unit 10.3В Algorithmization and programming |
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Theme of the lesson |
HTML |
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Learning objectives that are achieved at this lesson (Subject Programme reference) |
10.4.2.1 use HTML tags when developing webpages |
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Lessono bjectives |
· know the basics of web programming · know the basic HTML tags for developing websites · be able to develop webpage |
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Success criteria |
The student has achieved the learning goal if: · Illustrates the skill of using the tags <head>, <body>, <title> Ordered List, Unordered list,<table>, <th>, <td><tr>, hyperlinks when creating your own web page · Illustrates the skill of inserting an image on your own web page · Demonstrates a working link on your own web page · Demonstrates at least ten html tags · Reproduces multiple web pages based on the provided image |
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Language objectives |
Learners can: · list the key steps in designing a website orally and in writing Subject-specific vocabulary & terminology 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… |
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Values instilled at the lesson |
The lesson aims to inculcate values of respect, cooperation, labor and creativity that is achieved through the alternation of various types of work with the obligatory subsequent collective discussion; This form of organization of the lesson is aimed at developing the qualities of a benevolent and sociable person who can think creatively and critically. Formation of stable theoretical knowledge and practical skills for students in section 10.3В Algorithmization and programming will allow students to more efficiently and professionally use ICT tools to solve educational and production problems, with the obligatory support of health-saving technologies. |
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Cross-curricular links |
Art (concept of co-positioning), Kazakh, Russian and English (stylistics and culture of speech). |
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ICT skills |
Using a web browser and mail services to present the results of a pair and / or individual work; The use of an interactive whiteboard to present the results of the work; Use interactive simulators / online applications and / or applications to perform / verify tasks. |
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Previous learning |
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Course of the lesson |
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Planned stages of the lesson |
Planned stages of the lesson |
Planned stages of the lesson |
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Beginning
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What does the teacher do? |
Organizational moment: the teacher introduces students to the topic and objectives of the lesson, lists the success criteria (the lesson goals and success criteria are printed and placed on a magnetic / marker board). |
Presentation.ppt |
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What does the student do? |
Students write down the topic of the lesson in a workbook; Get acquainted with the goals of the lesson and the criteria for success. |
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Middle |
What does the teacher do? |
Teacher demonstrates slides how create hyperlinks in web-page |
Presentation.ppt |
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What does the student do? |
Students listen and make notes in copybooks |
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What does the teacher do? |
Organization of individual work Teacher allows students to create a web-page using handout
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Presentation.ppt Handout.docx |
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What does the student do? |
Students create a web-page |
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End
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What does the teacher do? |
Reflection of the lesson: the teacher invites students to fill in the reflective sheet on the basis of the lesson. |
Presentation.ppt |
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What does the student do? |
Students fill in a reflective sheet. |
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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 students’ learning? |
Health and safety regulations |
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Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner). Differentiation can be used at any stage of the lesson keeping time management in mind. |
Use this section to record the methods you will use to assess what students have learned during the lesson. |
Health promoting techniques Breaks and physical activities used. Points from Safety rules used at this lesson.. |
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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? |
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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? |
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Lesson plan Long-term plan unit:
Cross-curricular links Art (concept of co-positioning),
Theory of Multiple Intelligences by
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