Time 80 min.
Learning objectives(s) that this lesson is contributing to
8.R6 recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts
8.S2 ask more complex questions to get information about a range of general topics and some curricular topics
8.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics
All learners will be able to:
Support a talk on crime
View examples of how students react to different crimes and comment
Write about crimes.
Most learners will be able to:
Share ideas with other groups
Choose suitable information on a given task
Some learners will be able to:
Analyse information on crimes
Express ideas clearly and meaningfully
Planning a birthday or celebration party/informal letter
critically analyse a statement about the internet and social media and its implications
say whether it is justified or scaremongering.
Planned activities (replace the notes below with your planned activities)
Pair work. Look at the pictures and discuss what you think is happening.
Listen to Phil and Anna telling two stories. Do they mention your ideas from ex1a? Did they regret the lies they told?
“Are you an honest person?” Students ask their partners questions in the questionnaire and tick. Then calculate the answers and tells the results to their partners.
Study and write new vocabulary
Match these crime descriptions (a-m) with the crimes (1-13) from the
P66 ex11A. B
Look at the picture with a crime and talk for 5 minutes about the situation they see.
“Young people and crime”
English in mind 3
Unit8 p 60
Worksheets 1A 1B
English in mind 3
Learners write a reflection of the lesson on crimes answering the given questions.
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
Provide less-able learners with a less dense definition written on a worksheet so they can read.
Allow thinking time.
Create mixed-ability groups for part of the discussion.
Offer differentiation by support.
List in bullet point form their answers to the critical thinking exercise.
Summarise the group’s findings.
Encourage them to justify their opinions.
Change groups to change group dynamics if necessary.
Monitor learners as they share their experiences to check for recurring errors for future planning.
Monitor learners’ definitions and offer differentiation by support.
Monitor for correct spelling of specific vocabulary and if necessary ask them to peer assess or check online (self-assessment).
Observe learners when participating in discussion. Did the group dynamics work? Did each learner contribute to the discussion? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other)
Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?
computer science: developing vocabulary range to communicate knowledge of social media
reflecting on the role of technology in our lives
respecting diversity of opinion
Were the lesson objectives/learning objectives realistic?
What did the learners learn today?
What was the learning atmosphere like?
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.
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
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