Virginia Maria Defendi
We chose eight fairy tales and every 3-4 weeks we read, listened, watched tales and then we found the protagonist, antagonist, the magic tool and the helper in every tale.
If you implemented this plan in your own classroom, please share your findings and suggestions by taking this short survey.
This lesson plan is being prepared at the period of school closure and learning at home. Before this period we started learning conditionals at school. At home our task was to practise the new grammar and start using it in communication. First we revised the forms of three conditional forms then at controlled practice period tried to use them in different sentences. Finally, at free practice period they’ll create short texts about their dreams using different forms of conditionals. We use a digital classroom called Microsoft Teams to set and check the tasks, communicate and evaluate.
This lesson is drawn as a laboratory (sequence of two lessons at the end of a series of three lessons watching the film "The Island"), i.e. a game-based learning opportunity to accomplish a few missions, with students becoming scientists from different parts of the world who have to create several products (their own ideas) to solve a big world problem affecting everybody around the planet.
This lesson plan is for (at least) four classes, and the teacher will start by introducing the topic of M6 of the current course book "Hot Spot 8", dedicated to the environment, environmental threats and climate change.
This is an online lesson. Its purpose is to prepare pupils for the end of secondary school term and help them to express their opinion clearly and coherently, properly understand the task, use the vocabulary learned previously, and use the examples correctly.
Francisco Assis Leite Silva
In the last school year, 12th-grade students complete their academic career in secondary education, with the "Complex Numbers" domain. We will start the theme with a historical introduction to complex numbers; we will use GeoGebra online, the Google Classroom and Google Meets.
Considering their prior knowledge about capacitors, the students go through a list of communicative activities to approach the microprocessor, to learn what it is and how it works, collaborating in the learning process, helping each other to co-develop a self- awareness about their learning.
As the last part of the unit, this ‘moon mission lesson’ supports students in researching the Moon and designing and developing prototypes to reach the Moon. Students have learnt about the solar system, the stars, the movement of the Earth and the moon phases so far. In this lesson, they will use their knowledge about the solar system and stars. There will be three modelling activities: space craft, moon rover and space suit. For each activity, students will conduct a peer assessment and give feedback to themselves. Activities will be done in groups.
The lesson plan contains an introduction to the topic of the passive voice in the 7th grade (13-year-olds who have English in school twice a week and are now in their 7th year of learning). Before this, students have learnt and revised the Present Simple, Past Simple and Present Perfect tense several times over the past 2.5 years, so they are familiar with all three forms of frequent verbs, both regular and irregular.
By the end of the lesson, students will be able to describe their own town and their ideal town. They will be able to ask and answer questions about places in a town.
Dila Cadun Selvi
This is the last unit of the students’ 7th-grade book. These 7th-graders are the children of Generation Z, so they are able to keep up with the developments in all fields rapidly and also are able to comprehend, analyze, filter, criticize, question and use all the information they get. With this topic, they have the opportunity to use their 21st-century skills thoroughly, integrate STEAM into the English lesson and be able to use the 5 E’s of education (Engage, Explore, Explain, Elaborate, Evaluate) by working individually, in pairs or in groups and assessing both themselves and their friends.
The lesson will cover the topics of love and generation clash starting from the well-known tragedy by W. Shakespeare. Students will make use of technological tools and apps to discuss the topics, make comparisons with their everyday life and improve their communicative skills. The national curriculum expects low secondary school students to get to the A2 level of competence in all the basic skills of English as a foreign language, a basic digital competence and the social skills needed for 21st-century society.
Idoia Zapirain Karrika
Students will start a journal in which they will be able to add anything related to the activities they do in English, for example, watching series and listening to music or any other item. They will be asked to include reflections they have made within the eTwinning project. Also, they will be free to add memories and feelings, anecdotes, stories, writings, recordings on Flipgrid, etc.
These lessons are designed a project of a book review. Through a non-standard methodology, they aim to encourage students to reading. The project also realises some elements of alternative education, in which student freedom, creativity and innovative thinking play a major role and give them satisfaction. Students are more willing to get involved in projects that are their own responsibility. Learning is embedded in real world contexts and allow students to understand how procedures they learn are applied in real-life situations. The technology is integrated in the content, supporting the curriculum and adding value to the lesson.
This plan fits in the Geography curriculum (cultural diversity) and at the same time in the Citizenship curriculum (interculturality). The topic is to explore an element of cultural identity in the world, showing its possible similarities and differences. As a group, students explore one of these elements and create an interactive map, with images and small texts that show this diversity in the world. This map will be presented to the class. There will be several intermediate moments of reflection and self-evaluation and two final moments when the peers evaluate each other's work, in relation to the process and the product, and each student evaluates him- or herself individually, both in terms of work and learning.
Marinela Lacramioara Cazangiu
It is a lesson learnt through investigation. Students will work in teams of four members. Laboratory kits will be available. STEM skills and teamwork skills will be enhanced. The results of the investigation will be presented in laboratory sheets, will be observed directly by the teacher and will be formally evaluated by the teacher through the evaluation criteria.
This lesson comes as a workshop at the end of a series of lessons of Italian on the persuasive test and the language used in advertising and geography in some regions of Italy. The topic is putting together what pupils have learnt about the techniques of creating a persuasive text and their information on Italian regions. Students will work mostly in groups but will also be assigned some individual tasks. They will self- and peer-assess themselves as members of a team, and they will assess the quality of their final products.