Use of strings 4 - var2

Long term plan unit:

School:

Data:

Teacher’s name:

Class:

The number of attendees:

absentees:

Lesson theme

Use of strings

Learning objectives that are achieved in this lesson (Subject Programme ref)

Use of procedures and functions for processing strings

Lesson objectives

Use of procedures and functions for processing the strings

Evaluation criteria

Knowledge

·     Know how to find Length of string

Understanding

·     How to output the 2D string array elements

Application

·     Write code for processing the strings using functions

·     Write code for processing the strings using procedures

Language objectives

Student is able to describe 2D array of string.

For instance, for loop operator is used to work with 2D string array elements.

Also, student can justify the purpose of function or procedure used for processing string.

Vocabulary and terminology specific to the subject:

String element, string array, for loop

Useful expressions for dialogs and letters:

Well, to work with 2D array of strings … .

For example, each element of 2D string array … .

As a matter of fact, the stings are used in the wide variety of cases to  … .

Cultivating values

collaboration, mutual respect, academic honesty, perseverance, responsibility, lifelong learning

Cross curricular links

English, Math

Prior knowledge

strings

During the classes

Planned stages of the lesson

Planned activities in the classroom

Resources

Beginning

5 min

1.      Greetings

2.      Starter

(C) question for revision of previous content.

    3.  Announcement of topic and LO

   Students asked to think about Evaluation Criteria(EC) for LO to work it out (official EC is supplied)

4. Useful expressions for dialogs and letters

Slides 1-6

Middle

15 min

15 min

3 min

Theory

Teacher shows the video about 2D string array manipulation. While watching students make notes.

Task 1

Action: practice

Purpose: to practice with 2D string array using loop operator for

Description:

Evaluation:

Differentiation:  Students who finish fast develop program also to output students’ addresses.

Feedback: Teacher makes comments or correction when necessary

Summary

Questions:

What is the difference of procedure and function?

How the loop operator Foreach functions?

Slides 7-8

Slides 9 -12

Slide 13-14

End

2 min

Learners reflect at the end of the lesson:

Where is I am? (Blob tree)

Slide 16

Differentiation - how do you plan to provide more support? What tasks do you plan to put before more able learners?

Evaluation - how do you plan to check the level of mastering the material by learners?

Health and safety practices

Дифференциация может быть выражена в подборе заданий, в ожидаемом результате от конкретного ученика, в оказании индивидуальной поддержки учащемуся, в подборе учебного материала и ресурсов с учетом индивидуальных способностей учащихся (Теория множественного интеллекта по Гарднеру).

Дифференциация может быть использована на любом этапе урока с учетом рационального использования времени.

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

Health-saving technologies.

Used body and physical exercises.

Points applied from the Safety Rules in this lesson.

Reflection on the lesson

Were the goals of lesson/ learning objectives realistic?

Have all the students reached the LO?

If not, why?

Is the differentiation done correctly in the lesson?

Were the time stages of the lesson sustained?

What were the deviations from the lesson plan and why?

Use this section to reflect on the lesson. Answer the most important questions about your lesson from the left column.

Overall assessment

What two aspects of the lesson went well (think about both teaching and learning)?

1:

2:

What could help improve the lesson (think about both teaching and learning)?

1:

2:

What I found during the lesson related to the class or the achievements / difficulties of individual students, what should I look for in subsequent lessons?