Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
1. Routines ,Amazing but true, Describe location
-Out and about
2. Project.1.1.The European Day of Languages
-Travelling around the world though the diversity and
bilingualism
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student describes routines
2. The student participates in class discussions
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student:
 labels different free time activities Chores,free time,hang out,outgoing,
 identifies specific preferences Bilingual,ECLM,diversity
 listens attentively to a recorded material to extract specific information
 understands the content of a video
 talks about the importance of EDL
 highlights the usage of English on different perspectives of life
 collects information for the purpose of research.
 spots an opportunity and seizes it.
 takes a step back and puts things into perspective.
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, video projector, pictures,
Native language /ICT
notebooks,previous videos from ECLM competitions.
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning Communicative language teaching/ / Pair work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and introduce them to the topics of today’s lesson.
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write daily routines on the board. Students
brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts and stories
related to the topic.
daily routines

PRESENTATION
  Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim for gist, and then allow them to make
predictions on the content of the text.
 While- reading activity
I instruct students on how to proceed with the activity. They will work in pairs. Collaboration and reciprocal teaching is
the key to the success of this activity.. I monitor the activity and assist students, if needed.
 Post- reading activity
I invite students to think about the question in exercise1.a.. After explaining the task, I allow students time to write a few
sentences. Various students read their sentences out to the class.
I explain any new words/ phrases or concepts.

PRACTICE
After the 5 min break between the classes, I refer students to the list of new words. I elicit their meaning through
definitions. I explain the task student will complete (Exercises 3, 4). I allow them some time to do the exercises. I check
students’ answers around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the right
answers to the class.
The schedule of the project
As the total project goes in three days each session is limited in 45 min each

PRODUCTION

. Session 1 Presentation of the project and sharing groups.

Session Time Activities Basic description of activities
1
22nd sep 1.Introduction Short introduction of myself and a game .Hangman.
Assessme 2.Introducing the main Just skimming the outline on the posters of ECLM
nt goal and the outline of conference
Vs the whole session
evaluatio
n
3. Pair work In pairs participants tend to offer adv.or dis. Of each
situation given on the power point material

4. Interactions Three pairs go on groups of six participants and interact

on situations where the lack of L2 leads to confussions .

5 Empathia Three participants pay the role of getting lost and

asking for directions
6.Conluding Just skimming the advantages of English in everyday
life
7.End ups Questions and comments
Evaluation
Formative evaluation ( I provide feedback and assess students based on their performance throughout the lesson)
Assignment
Workbook – unit 1a
Date ……… DAILY LESSON PLAN

Field Subject Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
2. 1.a.Festivals blog
Cultural differences
2. 1.bPresent simple vs continuous/to inf/ing form
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student reads about a festival
2. The student participates in class discussions3. Talks about Chinese New Year celebrations
Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student:
 reads fluently with the proper intonation Arbour,festival,ancient,gift
 identifies specific information from the text
 listens attentively to a recorded material to extract specific information
 understands the use of present tenses
 practices new vocabulary in speaking and writing
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, video projector, pictures,
History/ICT
notebooks, etc.
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning (SUMMER technique)/ Communicative language
teaching/ Circle of writers/ Pair work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and start checking up previous knowledge :
Vocabulary –Routines, free time activities, general preferences
Workbook -1.a.The students take turns on fill up activities
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write festivals on the board. Students
brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts and stories
related to the topic.

Festivals

PRESENTATION
  Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist,
and then allow them to make predictions on the content of the text.
KWL
I Know I Want to know I Learnt
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. the question in exercise 2.b.
They will work in pairs. After explaining the task, I
They will have to guess and Collaboration and reciprocal allow students time to write a
say what they know about the teaching is the key to the few sentences. Various
topic given success of this activity. While students read their sentences
- reading students work on new out to the class.
- words. They learn the I explain any new words/
- meaning of words based on phrases or concepts.
the context, or they may even Sum up of the text using the key
look up their definition/ words
translation in the WORD
LIST. I monitor the activity
and assist students, if needed.
Building questions about the
text
Grammar focus.The students will have to identify present tenses on the text given by coding the verbs
Ps/pc/statives.

PRACTICE
After the 5 min break between the classes, I refer students to the list of new words. I elicit their meaning through
definitions. I explain the task student will complete (Exercises 3, 4). I allow them some time to do the exercises. I check
students’ answers around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION
Grammar focus. TicTacToe Pair work
Tense Present simple Present Continuous Stative verbs

Form Tic

Use tac

Adverbs toe

Each pair competes each-other on the sections labeled previously.

Text book activities.The students take turns on fill up activities
Speaking activity → Students imagine they were to send a time capsule to space containing five things that represent our
nation. Students work in small groups and decide which these things may be. Each group presents their choices to the class
giving reasons. Groups discuss about each other’s capsules.
Evaluation
Formative evaluation ( I provide feedback and assess students based on their performance throughout the lesson)
Assignment
Workbook – unit1b
Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
3. 1.c.Chinese New Year
Celebrating in China/Shopping
2. 1.d.Buying a gift
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student describes a celebration
2. The student participates in class discussions
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student: Firecrackers,lantern,fortune,superstitio
 reads fluently with the proper intonation ns,hardly,fussy,be keen on
 identifies specific information from the text
 listens attentively to a recorded material to extract specific information
 understands the content of a situation
 practices new vocabulary in speaking and writing
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, video projector, pictures,
Native language ,ICT
notebooks, etc.
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning / Communicative language teaching/ Circle of writers/
Pair work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and start checking up previous knowledge :
Vocabulary –festival activities,celebrations.
Workbook -1.b.The students take turns on fill up activities
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write Chinese New Year on the board.
Students brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts
and stories related to the topic.

Chinese New Year

PRESENTATION
  Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist,
and then allow them to make predictions on the content of the text.
KWL
I Know I Want to know I Learnt
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. the question in exercise 2.
They will work in pairs. After explaining the task, I
They will have to guess and Collaboration and reciprocal allow students time to write a
say what they know about the teaching is the key to the few sentences. Various
topic given success of this activity. While students read their sentences
-When is it celebrated? reading students work on new out to the class.
- words. They learn the I explain any new words/
- meaning of words based on phrases or concepts.
the context, or they may even Sum up of the text using the key
look up their definition/ words
translation in the WORD
LIST. I monitor the activity
and assist students, if needed.
Building questions about the
text
Grammar focus.The students will have to identify phrasal verbs with keep on the text given by defining the meaning and
using them on further examples.
.
PRACTICE
After the 5 min break between the classes, I refer students to the list of new words. I elicit their meaning through
definitions. I explain the task student will complete (Exercises7/8). I allow them some time to do the exercises. I check
students’ answers around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION
-ex 5/6-Instructing tasks
Speaking activity →Pair work Students imagine they were to buy a gift. By using the model given and the expressions
provided each pair will have to perform a similar situation

Students work in pairs and decide which of these gifts may be. Each pair performs and gets
feedback by the class.

Evaluation
Pair work evaluation ( I provide feedback and assess students based on their performance throughout the lesson)
Assignment
Workbook . unit 1.d
Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
4. 1.e.Arbour Day
Cultural differences while celebrating
2. 1.f.Rembrance day in Australia
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student describes a celebration
2. The student participates in class discussions
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student:
 Talks about festivals Coincide
 Talks about Chinese New Year celebrations with,outdoor ,activities,nature
 Buys a gift traits,display,survival,war,honor,bugl
 Makes suggestions e,pinned,poppy.
 Talks about Arbor Day
 Talks about respect for those who gave their lives for freedom
 Compares a festival to one in your country
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, pictures, notebooks, etc.
Natural sciences/ ICT
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning (SUMMER technique)/ Communicative language
teaching/ Circle of writers/ Pair work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and start checking up previous knowledge :
Vocabulary –festival activities, Chinese celebrations.
Workbook -1.d.The students take turns on fill up activities
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write Arbour day on the board. Students
brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts and stories
related to the topic.
Arbour day

PRESENTATION
  Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist,
and then allow them to make predictions on the content of the text.
 While- reading activity
I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success of
this activity. While reading students work on new words. They learn the meaning of words based on the context, or they
may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if needed.
KWL
I Know I Want to know I Learnt
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. the question in exercise 2.
They will work in pairs. After explaining the task, I
They will have to guess and Collaboration and reciprocal allow students time to write a
say what they know about the teaching is the key to the few sentences. Various
topic given success of this activity. While students read their sentences
-When is it celebrated? reading students work on new out to the class.
- words. They learn the I explain any new words/
- meaning of words based on phrases or concepts.
the context, or they may even Sum up of the text using the key
look up their definition/ words
translation in the WORD
LIST. I monitor the activity
and assist students, if needed.
Building questions about the
text

 Post- reading activity

I invite students to think about the question in exercise 3. After explaining the task, I allow students time to write a few
sentences. Various students read their sentences out to the class.
I explain any new words/ phrases or concepts.
PRACTICE
After the 5 min break between the classes, I refer students to the list of new words. I elicit their meaning through
definitions. I explain the task student will complete (Exercises 3, 4). I allow them some time to do the exercises. I check
students’ answers around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION
Speaking activity → Students imagine they were to send a time capsule to space containing five things that represent our
nation. Students work in small groups and decide which these things may be. Each group presents their choices to the
class giving reasons. Groups discuss about each other’s capsules.

Describing a scene (Circle of writers) → Students imagine they were the ones to meet heroes of the war. I set the scene
for the following written task. I write the headings on the board:
- where you were (e.g. at home, in the park, etc.)
- what you were doing (e.g. having lesson, walking, etc.)
- what happened (e.g. an electric discharge, etc.)
Students get in pairs or in groups of three. I set the time for the activity. I monitor the activity around the class making
sure students know how to carry out the task. Firstly, each member of the group writes on his/ her own. Then, they
exchange papers and read what their partner wrote and discuss about it. Finally, each group produces a single piece of
writing for the topic. Paragraphs are read to the class.
Evaluation
Formative evaluation ( I provide feedback and assess students based on their performance throughout the lesson)
Assignment
Workbook – unit1f
Date DAILY LESSON PLAN

Field Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
5. 1.g.Articles describing events
At school. While celebrating
2. A blog entry describing an annual event
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student describes an event
2. The student participates in class discussions
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student:
 Talks about festivals Coincide
 Talks about Chinese New Year celebrations with,outdoor ,activities,nature
 Buys a gift traits,display,survival,war,honor,bugl
 Talks about respect for those who gave their lives for freedom e,pinned,poppy.
 Compares a festival to one in your country
 Writes a postcard describing the Chinese New Year celebrations
 Writes an article describing an event
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, video projector, pictures,
Natural sciences/ ICT
notebooks, etc.
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning .Communicative language teaching/ Circle of writers/ Pair
work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and start checking up previous knowledge :
Vocabulary –festival activities, Chinese celebrations.
Workbook -1.f.The students take turns on fill up activities
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write Celebration on the board. Students
brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts and stories
related to the topic.
Celebration

PRESENTATION
  Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist,
and then allow them to make predictions on the content of the text.
 While- reading activity
I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success of
this activity. While reading students work on new words. They learn the meaning of words based on the context, or they
may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if needed.
KWL
I Know I Want to know I Learnt
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. the question in exercise 2.
They will work in pairs. After explaining the task, I
They will have to guess and Collaboration and reciprocal allow students time to write a
say what they know about the teaching is the key to the few sentences. Various
topic given success of this activity. While students read their sentences
-When is it celebrated? reading students work on new out to the class.
- words. They learn the I explain any new words/
- meaning of words based on phrases or concepts.
the context, or they may even Sum up of the text using the key
look up their definition/ words
translation in the WORD
LIST. I monitor the activity
and assist students, if needed.
Building questions about the
text

 Post- reading activity

I invite students to think about the question in exercise 3. After explaining the task, I allow students time to write a few
sentences. Various students read their sentences out to the class.
I explain any new words/ phrases or concepts.
PRACTICE
After the 5 min break between the classes, I refer students to the list of new words. I elicit their meaning through
definitions. I explain the task student will complete (Exercises 3, 4). I allow them some time to do the exercises. I check
students’ answers around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION
Writing activity → Students imagine they were to go to a celebration around the world. Students work individually and
decide which celebration may be.
Watching a video → I play the video ‘New year in China. Students watch it with subtitles. Students reinforce their
understanding about the topic. I check their understanding by asking some questions about it.
Describing a scene (Circle of writers) → Students imagine they were in an event.
I set the scene for the following written task. I write the headings on the board:
- where you were (e.g. at home, in the park, etc.)
- what you were doing (e.g. having lesson, walking, etc.)
- what happened (e.g. an electric discharge, etc.)
- how you felt (e.g. terrified, really scared, etc.).
. I set the time for the activity. I monitor the activity around the class making sure students know how to carry out the
task.E ach member of the group writes on his/ her own.
Finally, each student produces a single piece of writing for the topic. Paragraphs are read to the class.
Evaluation
Formative evaluation ( I provide feedback and assess students based on their performance throughout the lesson)
Assignment
Workbook – unit 1g
Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
6. Language review 1 .
Grammar&vocabulary consolidation
2. Vocabulary bank 1
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student uses present tenses
2. The student describes an event
Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student: Coincide with,outdoor ,activities,nature
 Talks about festivals traits,display,survival,war,honor,bugle,p
 Talks about Chinese New Year celebrations inned,poppy.
 Buys a gift
 Talks about respect for those who gave their lives for freedom
 Compares a festival to one in your country
 Writes a postcard describing the Chinese New Year celebrations
 Writes an article describing an event
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, video projector, pictures,
Natural sciences/ ICT
notebooks, etc.
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning
Communicative language teaching/ Circle of writers/ Pair work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and start checking up previous knowledge :
Vocabulary –festival activities, Chinese celebrations.
Workbook -1.g.The students take turns on fill up activities
WARM- UP
Start on -Consolidating key elements of the whole lesson through games
1Game :Hangman.Find the word
(_ _ _ _ _)-poppy.

2-Reading with stops (Three passages from the whole module)

3-TicTacToe-Grammar game

The best participants are praised at the end of each game

PRESENTATION
 -Language review .15 min
After instructing tasks the students take turns on fill up activities
Facilitating where students face difficulties
Consolidating structures while the students take turns on each exercise.
 Present Siple vs present continuous
 Advebs of frequency
 Stative verbs
 Ing-form
Enforcement for each structure that results in lack of having been perceived by the students
Vocabulary bank .15 min
After instructing tasks the students take turns on fill up activities
Facilitating where students face difficulties
Consolidating vocabulary while the students take turns on each exercise.
 Daily routines
 Free time activities
 Chores
 Celebrations
 Activities during a festival

Enforcement for each structure that results in lack of having been perceived by the students
For further practice the students are asked to go through Grammar bank and Vocabulary bank at the end of the Workbook

PRACTICE
After the 5 min break between the classes, I refer students to the list of key words. I elicit their meaning through
definitions.
I allow them some time to balance their progress.
I check students’ answers around the class.
Then, I explain the listening task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION
Writing activity → Students imagine they were to go to a celebration around the world. Students work individually and
decide which celebration may be.
I set the time for the activity.
I monitor the activity around the class making sure students know how to carry out the task.E ach member of the
group writes on his/ her own.
Finally, each student produces a single piece of writing for the topic. Paragraphs are read to the class.

Evaluation
Self assessment section .Check your progress
The student is evaluated on each ‘can do’ descriptors.
Assignment
Workbook GB/VB
Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
7. Reading practice 1.
Grammar&vocabulary consolidation
2. Fun time 1.Self check 1
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student uses present tenses
2. The student describes an event
Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student: Coincide with,outdoor ,activities,nature
 Reads the passage fluently traits,display,survival,war,honor,bugle,p
inned,poppy.
 Reviews present simple tense
 Talks about respect for those who gave their lives for freedom
 Compares a festival to one in your country
 Writes a postcard describing the Chinese New Year celebrations
 Writes an article describing an event
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, video projector, pictures,
Natural sciences/ ICT
notebooks, etc.
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning
Communicative language teaching/ Circle of writers/ Pair work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and start checking up previous knowledge :
Vocabulary –festival activities, Chinese celebrations.
Workbook -1.g.The students take turns on fill up activities
WARM- UP
Start on -Consolidating key elements of the whole lesson through games
1Game :Hangman.Find the word
(_ _ _ _ _)-poppy.

2-Reading with stops (Three passages from the whole module)

3-TicTacToe-Grammar game

The best participants are praised at the end of each game

PRESENTATION
Fun time.15 min
After instructing tasks the students take turns on fill up activities
Facilitating where students face difficulties
Consolidating structures while the students take turns on each exercise.
 Present Siple vs present continuous
 Advebs of frequency
 Stative verbs
 Ing-form
Self assessment.15 min
After instructing tasks the students take turns on fill up activities
Facilitating where students face difficulties
Consolidating vocabulary while the students take turns on each exercise.
 Daily routines
 Free time activities
 Chores
 Celebrations
 Activities during a festival

Enforcement for each structure that results in lack of having been perceived by the students
For further practice the students are asked to go through Grammar bank and Vocabulary bank at the end of the Workbook

PRACTICE
After the 5 min break between the classes, I refer students to the list of key words. I elicit their meaning through
definitions.
I allow them some time to balance their progress.
I check students’ answers around the class.
PRODUCTION

Balancing results by following the Can Do descriptors given at the end of the self check section.
Now I can N1 N2+ N3 N3+ N4 N4+

Talk about festivals

Talk about Chinese New Year celebrations
Buy a gift
Make suggestions
Talk about Arbor Day
Talk about respect for those who gave their lives for freedom
Compare a festival to one in your country
Write about superstitions
Write a postcard describing the Chinese New Year celebrations
Write an article describing an event

Evaluation
Self assessment section .Check your progress
The student is evaluated on each ‘can do’ descriptors.
Assignment
Workbook GB/VB
Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
8. 2.a.Mysterious creatures
Bizarre coincidences
2. 2.b.Past simple vs Past continuous
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student talks about feelings
2. The student participates in class discussions
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student:
 Talks about feelings Legendary,beast,take the form
 Talks about mysterious creatures of,howl,carving,tomb
 Talks about extraordinary coincidences
 reads fluently with the proper intonation
 identifies specific information from the text

Resources and aids

Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, , pictures, notebooks, etc.
Natural sciences/ ICT
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning Communicative language teaching/ Circle of writers/ Pair
work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and introduce them to the topics of today’s lesson.
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write Mysterious creature on the board.
Students brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts
and stories related to the topic.

Mysterious creature

PRESENTATION
  Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist,
and then allow them to make predictions on the content of the text.
 While- reading activity
I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success of
this activity. While reading students work on new words. They learn the meaning of words based on the context, or they
may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if needed.
KWL
I Know I Want to know I Learnt
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. the question in exercise 2.
They will work in pairs. After explaining the task, I
They will have to guess and Collaboration and reciprocal allow students time to write a
say what they know about the teaching is the key to the few sentences. Various
topic given success of this activity. While students read their sentences
-What they know reading students work on new out to the class.
-how are these creatures like words. They learn the I explain any new words/
-why are they strange meaning of words based on phrases or concepts.
the context, or they may even Sum up of the text using the key
look up their definition/ words
translation in the WORD
LIST. I monitor the activity
and assist students, if needed.
Building questions about the
text

 Post- reading activity

I invite students to think about the question in exercise 7.8. After explaining the task, I allow students time to write a few
sentences. Various students read their sentences out to the class.
I explain any new words/ phrases or concepts.
PRACTICE
After the 5 min break between the classes, I refer students to the list of new words. I elicit their meaning through
definitions. I explain the task student will complete (Exercises5,6). I allow them some time to do the exercises. I check
students’ answers around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION
Speaking activity → Students imagine they were to send a time capsule to space containing five things that represent our
nation. Students work in small groups and decide which these things may be. Each group presents their choices to the
class giving reasons. Groups discuss about each other’s capsules.
Describing a scene (Circle of writers) → Students imagine they were the first human to make contact with
extraterrestrials. I set the scene for the following written task. I write the headings on the board:
- where you were (e.g. at home, in the park, etc.)
- what you were doing (e.g. having lesson, walking, etc.)
- what happened (e.g. an electric discharge, etc.)
- how you felt (e.g. terrified, really scared, etc.).
Students get in pairs or in groups of three. I set the time for the activity. I monitor the activity around the class making
sure students know how to carry out the task. Firstly, each member of the group writes on his/ her own. Then, they
exchange papers and read what their partner wrote and discuss about it. Finally, each group produces a single piece of
writing for the topic. Paragraphs are read to the class.
Evaluation
Formative evaluation ( I provide feedback and assess students based on their performance throughout the lesson)
Assignment

Workbook – unit.2a
Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
9. 2.c.Bizarre coincidences
Bizarre coincidences/In an nightmare
10. 2. 2.d.Describing a dream

Learning outcomes according to the key competences

 Communication and expression competence: 1. The student talks about feelings
2. The student participates in class discussions
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student: Coincidence, predict,unexplained force
 reads fluently with the proper intonation Legendary,beast,take the form
 identifies specific information from the text of,howl,carving,tomb
 Talks about feelings
 Talks about mysterious creatures
 Talks about extraordinary coincidences
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, , pictures, notebooks, etc.
Natural sciences/ ICT
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning Communicative language teaching/ Circle of writers/ Pair
work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION

WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write Bizarre coincidences on the board.
Students brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts
and stories related to the topic.

Bizarre coincidences

PRESENTATION
  Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist,
and then allow them to make predictions on the content of the text.
 While- reading activity
I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success of
this activity. While reading students work on new words. They learn the meaning of words based on the context, or they
may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if needed.
KWL
I Know I Want to know I Learnt
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. the question in exercise 2.
They will work in pairs. After explaining the task, I
They will have to guess and Collaboration and reciprocal allow students time to write a
say what they know about the teaching is the key to the few sentences. Various
topic given success of this activity. While students read their sentences
-What they know reading students work on new out to the class.
-how are these creatures like words. They learn the I explain any new words/
-why are they strange meaning of words based on phrases or concepts.
the context, or they may even Sum up of the text using the key
look up their definition/ words
translation in the WORD
LIST. I monitor the activity
and assist students, if needed.
Building questions about the
text

 Post- reading activity

I invite students to think about the question in exercise 7.8. After explaining the task, I allow students time to write a few
sentences. Various students read their sentences out to the class.
I explain any new words/ phrases or concepts.
PRACTICE
After the 5 min break between the classes, I refer students to the list of new words. I elicit their meaning through
definitions. I explain the task student will complete (Exercises5,6). I allow them some time to do the exercises. I check
students’ answers around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION
Speaking activity → Students imagine they were to send a time capsule to space containing five things that represent our
nation. Students work in small groups and decide which these things may be. Each group presents their choices to the
class giving reasons. Groups discuss about each other’s capsules.
Describing a scene (Circle of writers) → Students imagine they were the first human to make contact with
extraterrestrials. I set the scene for the following written task. I write the headings on the board:
- where you were (e.g. at home, in the park, etc.)
- what you were doing (e.g. having lesson, walking, etc.)
- what happened (e.g. an electric discharge, etc.)
- how you felt (e.g. terrified, really scared, etc.).
Students get in pairs or in groups of three. I set the time for the activity. I monitor the activity around the class making
sure students know how to carry out the task. Firstly, each member of the group writes on his/ her own. Then, they
exchange papers and read what their partner wrote and discuss about it. Finally, each group produces a single piece of
writing for the topic. Paragraphs are read to the class.
Evaluation
Formative evaluation ( I provide feedback and assess students based on their performance throughout the lesson)
Assignment
Workbook – unit.2d
Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
11. 2.e.The world loves dragons
Bizarre coincidences/In an nightmare
12. 2. 2.f.Literarures
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student talks about imaginary creatures
2. The student participates in class discussions
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student: Conquer,attack,poisonous,invade,will,
 reads fluently with the proper intonation pride,coat of arms,recongnisable
 identifies specific information from the text emblem.
 Describes a dream
 Talks about dragons
 Writes about a mysterious creature in your country
 Writes about a coincidence
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, , pictures, notebooks, etc.
Natural sciences/ ICT
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning Communicative language teaching/ Circle of writers/ Pair
work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION

WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write imaginary creatures on the board.
Students brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts
and stories related to the topic.

imaginary creatures

PRESENTATION
  Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist,
and then allow them to make predictions on the content of the text.
 While- reading activity
I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success of
this activity. While reading students work on new words. They learn the meaning of words based on the context, or they
may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if needed.
KWL
I Know I Want to know I Learnt
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. the question in exercise 2.
They will work in pairs. After explaining the task, I
They will have to guess and Collaboration and reciprocal allow students time to write a
say what they know about the teaching is the key to the few sentences. Various
topic given success of this activity. While students read their sentences
-What they know reading students work on new out to the class.
-how are these creatures like words. They learn the I explain any new words/
-why are they strange meaning of words based on phrases or concepts.
the context, or they may even Sum up of the text using the key
look up their definition/ words
translation in the WORD
LIST. I monitor the activity
and assist students, if needed.
Building questions about the
text

 Post- reading activity

I invite students to think about the question in exercise 7.8. After explaining the task, I allow students time to write a few
sentences. Various students read their sentences out to the class.
I explain any new words/ phrases or concepts.
PRACTICE
After the 5 min break between the classes, I refer students to the list of new words on unit 2.f. I elicit their meaning
through definitions. I explain the task student will complete (Exercises1.2). I allow them some time to do the exercises. I
check students’ answers around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION
Speaking activity → Students take turns reading with stops and minding intonation.
Pair-work They will be asked to ask their partner a question for each pharagraph
Describing a scene (Circle of writers) → Students imagine they were the first human to make contact with the lost
world. I set the scene for the following written task. I write the headings on the board:
- where you were
- what you were doing
- what happened
- how you felt
Students get in pairs or in groups of three. I set the time for the activity. I monitor the activity around the class making
sure students know how to carry out the task. Firstly, each member of the group writes on his/ her own. Then, they
exchange papers and read what their partner wrote and discuss about it. Finally, each group produces a single piece of
writing for the topic. Paragraphs are read to the class.
Evaluation
Formative evaluation ( I provide feedback and assess students based on their performance throughout the lesson)
Assignment
Workbook – unit.2f

Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time
th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
13. 2.g.A Monster Dare
Bizarre coincidences/In an nightmare
2. The ghostly village
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student talks about imaginary creatures
2. The student participates in class discussions
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student: Bully,burst out laughing,growl
 reads fluently with the proper intonation Conquer,attack,poisonous,invade,will,
 identifies specific information from the text pride,coat of arms,recongnisable
 Describes a dream emblem.
 Talks about dragons
 Writes about a mysterious creature in your country
 Writes about a coincidence
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, , pictures, notebooks, etc.
Natural sciences/ ICT
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning Communicative language teaching/ Circle of writers/ Pair
work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION

WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write ghostly village on the board. Students
brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts and stories
related to the topic.

ghostly village

PRESENTATION
  Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist,
and then allow them to make predictions on the content of the text.
 While- reading activity
I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success of
this activity. While reading students work on new words. They learn the meaning of words based on the context, or they
may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if needed.
KWL
I Know I Want to know I Learnt
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. the question in exercise 2.
They will work in pairs. After explaining the task, I
They will have to guess and Collaboration and reciprocal allow students time to write a
say what they know about the teaching is the key to the few sentences. Various
topic given success of this activity. While students read their sentences
-What they know reading students work on new out to the class.
-how are these creatures like word. I monitor the activity I explain any new words/
-why are they strange and assist students, if needed. phrases or concepts.
Building questions about the Sum up of the text using the key
text words

 Post- reading activity

I invite students to think about the question in exercise 7.8. After explaining the task, I allow students time to write a few
sentences. Various students read their sentences out to the class.
I explain any new words/ phrases or concepts.
PRACTICE
After the 5 min break between the classes, I refer students to the list of new words on unit 2.f. I elicit their meaning
through definitions. I explain the task student will complete (Exercises1.2). I allow them some time to do the exercises. I
check students’ answers around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION
Speaking activity → Students take turns reading with stops and minding intonation.
Pair-work They will be asked to ask their partner a question for each pharagraph
Describing a scene (Circle of writers) → Students imagine they were the first human to make contact with the lost
world. I set the scene for the following written task. I write the headings on the board:
- where you were
- what you were doing
- what happened
- how you felt
Students get in pairs or in groups of three. I set the time for the activity. I monitor the activity around the class making
sure students know how to carry out the task. Firstly, each member of the group writes on his/ her own. Then, they
exchange papers and read what their partner wrote and discuss about it. Finally, each group produces a single piece of
writing for the topic. Paragraphs are read to the class.
Evaluation
Formative evaluation ( I provide feedback and assess students based on their performance throughout the lesson)
Assignment
Workbook – unit.2f
Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
14. Language review 2 .Vocabulary bank 2
Grammar&vocabulary consolidation
2. Reading practice 2
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student uses past tenses
2. The student describes a nightmare
Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student: Conquer,attack,poisonous,invade,will,prid
 reads fluently with the proper intonation e,coat of arms,recongnisable emblem.
 identifies specific information from the text
 Describes a dream
 Talks about dragons
 Writes about a mysterious creature in your country
Writes about a coincidence
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, video projector, pictures,
Natural sciences/ ICT
notebooks, etc.
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning
Communicative language teaching/ Circle of writers/ Pair work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and start checking up previous knowledge :
Vocabulary –mysterious creatures,
Workbook -2.g.The students take turns on fill up activities
WARM- UP
Start on -Consolidating key elements of the whole lesson through games
1Game :Hangman.Find the word
(_ _ _ _ _)-growl.

2-Reading with stops (Three passages from the whole module)

3-TicTacToe-Grammar game

The best participants are praised at the end of each game

PRESENTATION
 -Language review .15 min
After instructing tasks the students take turns on fill up activities
Facilitating where students face difficulties
Consolidating structures while the students take turns on each exercise.
 Past simple vs past continuous
 Routines in the past
 When.while
Enforcement for each structure that results in lack of having been perceived by the students
Vocabulary bank .15 min
After instructing tasks the students take turns on fill up activities
Facilitating where students face difficulties
Consolidating vocabulary while the students take turns on each exercise.
 Bizarre coincidences
 Nightmares
 Dragons
 Ghostly villages

Enforcement for each structure that results in lack of having been perceived by the students
For further practice the students are asked to go through Grammar bank and Vocabulary bank at the end of the Workbook

PRACTICE
After the 5 min break between the classes, I refer students to the list of key words. I elicit their meaning through
definitions.
I allow them some time to balance their progress.
I check students’ answers around the class.
Then, I explain the listening task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION
Writing activity → Students imagine they were to go to a celebration around the world. Students work individually and
decide which celebration may be.
I set the time for the activity.
I monitor the activity around the class making sure students know how to carry out the task.E ach member of the
group writes on his/ her own.
Finally, each student produces a single piece of writing for the topic. Paragraphs are read to the class.

Evaluation
Self assessment section .Check your progress
The student is evaluated on each ‘can do’ descriptors.
Assignment
Workbook GB/VB
Date DAILY LESSON PLAN

Field Subjec Leve Grad Estimated time 90

Languages and communication t l IV e 9
th
minutes
Englis
h
Topics
Learning situations
15. Project 1.2.EDL
Scientific discoveries/ National identity
2.Project 1.3.EDL
Learning outcomes according to the key competences
Communication and expression competence: 1. the student sees deeper into the importance of foreign
language learning as well as to its relevance to our everyday life, thus realizing the value of plurilingualism
 perceives th sense of belongingness to the broad ‘European Family’ ( since this day is celebrated on a European
basis by thousands of people, from all walks of life)
 identifies various forms of autonomous learning
 realises that classical music can function as a symbol of values (of unity, cooperation, co-existence, peace)
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express opinions
that differ from their own
Learning outcomes related to the topic Key words:
The student:
1- Distinguishes between L1 and L2 Plurilingualism.
2- highlights some specific intelligences while perceiving L2 diversity.
3- arranges various kinds of advantages L2 enhances on further graduations language barrier
4- perceives standart requirements that an English level asks for
5- enhances interguing atmosphere while the project is developed

Materials/Resources: CDs, CD player, Laptop,

OHP, drawings/pictures of European flags, a picture Connection with other fields or cross curricular subjects
of Ludvig Van Beethoven, paperboard, glue, markers, Native Language ,Geography/ ICT
map of Europe.
Board plan (session 2):

Methodologies, techniques and student’s activities Communicative language teaching Pair work

Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and introduce them to the topics of today’s lesson.
WARM- UP
EDL

PRESENTATION
Session 2
Session 2 Time Activities Basic description of activities
26th sep. 1.Introduction Short introduction of the session’s outline,
Reading some quotes about English and some jokes.
Self 2.Find someone who -knows about the importance of English( participant.
assessment A)
-has used it to achieve positive results(participant. B)
-Has no idea at all (participant. C )
-( participant. D ) The one that asks questions
3. group work In groups participants tend to design white T-shirts
with messages about advantages of English , what it
is, and why it should be suggested to others.
4 Three pairs go on groups of six participants and
group work interact about adv and disadv of studying English on
graduation purposes,economical purposes,cultural
puposes.

5.Conluding Lupus Giving significance to the key concepts introduced in

the whole project
in fabula
6.End ups Questions and comments

P.sOn the further files you may find the presentations prepared for both the sessions.

PRACTICE
After the 5 min break between the classes, I refer students to the presentations of each group

PRODUCTION

Session 3 Time Activities Basic description of activities

27th sep. 1.Introduction Short introduction of the session’s outline,
Two English jokes.
Self 2.Groups’presentation -each group takes turns
assessment s
3.Disscusion on In groups participants tend to discuss upon messages
about advantages of English , what it is, and why it
each group work should be suggested to others.

4.Groupwork Voting the best presentation

Assessment

5.Conluding Lupus Giving significance to the key concepts introduced in

the whole project
in fabula
6.End ups Questions and comments
Evaluation
Assessment is based on praises and applauses as well as in marks.
Date DAILY LESSON PLAN
Field Subject Level Grade Estimated time
th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
16. Fun time 2.Self check 2
Grammar&vocabulary consolidation
2. 3.a.The age of cybernetics
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student uses past tenses
2. The student describes a frightening experience
Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and acquire new
knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express opinions that differ
from their own

Learning outcomes related to the topic Key words:

The student: Bully,burst out laughing,growl
 reads fluently with the proper intonation Conquer,attack,poisonous,invade,will,pride,
 identifies specific information from the text coat of arms,recongnisable emblem.
 Describes a dream
 Talks about dragons
 Writes about a mysterious creature in your country
Writes about a coincidence
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, video projector, pictures,
Native Language/ ICT
notebooks, etc.
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning
Communicative language teaching
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and start checking up previous knowledge :
Vocabulary –EDL.
WARM- UP
Start on -Consolidating key elements of the whole lesson through games
1Game :Hangman.Find the word
(_ _ _ _ _)-cyber.

2-Reading with stops (Three passages from the whole module)

3-TicTacToe-Grammar game

The best participants are praised at the end of each game

PRESENTATION
Self assessment.15 min
After instructing tasks the students take turns on fill up activities
Facilitating where students face difficulties
Consolidating vocabulary while the students take turns on each exercise.
 feelings
 mysterious creatures
 extraordinary coincidences
 dreams
 dragons
 a coincidence
 a prehistoric animal
Enforcement for each structure that results in lack of having been perceived by the students
For further practice the students are asked to go through Grammar bank and Vocabulary bank at the end of the Workbook

Balancing results by following the Can Do descriptors given at the end of the self check section.
Now I can N1 N2+ N3 N3+ N4 N4+

Talk about feelings

Talk about mysterious creatures
Talk about extraordinary coincidences
Describe a dream
Talk about dragons
Write about a mysterious creature in your country
Write about a coincidence
Write about a prehistoric animal
Write a story
PRACTICE
After the 5 min break between the classes, I refer students to the list of key words. I elicit their meaning through
definitions. Cyber world-meaning, what they know about it
I allow them some time to check the meaning.
I check students’ answers around the class.
 Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist,
and then allow them to make predictions on the content of the text.
PRODUCTION
 While- reading activity
I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success of
this activity. While reading students work on new words. They learn the meaning of words based on the context, or they
may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if needed.
KWL
I Know I Want to know I Learnt
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. the question in exercise 2.
They will work in pairs. After explaining the task, I
They will have to guess and Collaboration and reciprocal allow students time to write a
say what they know about the teaching is the key to the few sentences. Various
topic given success of this activity. While students read their sentences
-What they know reading students work on new out to the class.
-how are they related to cyber words. They learn the I explain any new words/
world meaning of words based on phrases or concepts.
-what are they curious about the context, or they may even Sum up of the text using the key
look up their definition/ words
translation in the WORD
LIST. I monitor the activity
and assist students, if needed.
 Building questions about the
text

 Post- reading activity

I invite students to think about the question in exercise 7.8. After explaining the task, I allow students time to write a few
sentences. Various students read their sentences out to the class.
I explain any new words/ phrases or concepts.
Evaluation
Self assessment section .Check your progress
The student is evaluated on each ‘can do’ descriptors.
Assignment
Workbook GB/VB
Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
17. 3.b.Future tenses
In the virtual world
2. 3.c.Square eyed teens
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student talks about cyber world
2. The student participates in class discussions
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student: Sceenager,glued to,survey,rule
 Talks about gadgets spacecraft, time capsule, science,
 Talks about cybernetics & cyborgs etc.boot camp,behavior,demand.
 Talks about ‘ screenagers’ in your class
 Complains about a faulty product ( describe problems & respond)
 Talks about robots in the USA and Japan
 Talks about the computer and its parts
 reads fluently with the proper intonation
 identifies specific information from the text
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, pictures, notebooks, etc.
Native Language,ICT
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learningCommunicative language teaching/ Circle of writers/ Pair
work
Lesson organization
PPP (Presentation- Practice-
Production)
INTRODUCTION
I greet students and introduce them to the topics of today’s lesson.
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write cyber teens on the board. Students
brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts and stories
related to the topic.
cyber teens

PRESENTATION
  Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist,
and then allow them to make predictions on the content of the text.
 While- reading activity
I instruct students on how to proceed with the activity. They will work in pairs. Collaboration and reciprocal teaching is
the key to the success of this activity. While reading students work on new words. They learn the meaning of words based
on the context, or they may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist
students, if needed.

PRACTICE
After the 5 min break between the classes, I refer students to the list of new words. I elicit their meaning through
definitions. I explain the task student will complete (Exercises 3, 4). I allow them some time to do the exercises. I check
students’ answers around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION

 While- reading activity

I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success of
this activity. While reading students work on new words. They learn the meaning of words based on the context, or they
may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if needed.
KWL
I Know I Want to know I Learnt
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. the question in exercise 2.
They will work in pairs. After explaining the task, I
They will have to guess and Collaboration and reciprocal allow students time to write a
say what they know about the teaching is the key to the few sentences. Various
topic given success of this activity. While students read their sentences
-What they know reading students work on new out to the class.
-how are these creatures like words. They learn the I explain any new words/
-why are they strange meaning of words based on phrases or concepts.
the context, or they may even Sum up of the text using the key
look up their definition/ words
translation in the WORD
LIST. I monitor the activity
and assist students, if needed.
Building questions about the
text

 Post- reading activity

I invite students to think about the question in exercise 5.6. After explaining the task, I allow students time to write a few
sentences. Various students read their sentences out to the class.
I explain any new words/ phrases or concepts
Evaluation
Formative evaluation
Assignment
Workbook – unit 3c
Date DAILY LESSON PLAN
Field Subject Level Grade Estimated time
th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
18. 3.d.Complaining about a faulty product
In the virtual world
3.e.Different cultures, different robots
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student talks about cyber world
2. The student participates in class discussions
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student: Faulty,lens,scratched,send smth away
 Talks about gadgets Sceenager,glued to,survey,rule
 Talks about cybernetics & cyborgs spacecraft, time capsule, science,
 Talks about ‘ screenagers’ in your class etc.boot camp,behavior,demand.
 Complains about a faulty product ( describe problems & respond)
 Talks about robots in the USA and Japan
 Talks about the computer and its parts
 reads fluently with the proper intonation
 identifies specific information from the text
Resources and aids
Connection with other fields or cross curricular
Student’s book, IWB, laptop, pictures, notebooks, etc.
subjects Native Language,ICT
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learningCommunicative language teaching/ Circle of writers/
Pair work
Lesson organization
PPP (Presentation- Practice-
Production)
INTRODUCTION
I greet students and introduce them to the topics of today’s lesson.
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write cyber teens on the board. Students
brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts and stories
related to the topic.
cyber teens

PRESENTATION
  Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist,
and then allow them to make predictions on the content of the text.
 While- reading activity
I instruct students on how to proceed with the activity. They will work in pairs. Collaboration and reciprocal teaching is
the key to the success of this activity. While reading students work on new words. They learn the meaning of words based
on the context, or they may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist
students, if needed.

PRACTICE
After the 5 min break between the classes, I refer students to the list of new words. I elicit their meaning through
definitions. I explain the task student will complete (Exercises 3, 4). I allow them some time to do the exercises. I check
students’ answers around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION

 While- reading activity

I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success of
this activity. While reading students work on new words. They learn the meaning of words based on the context, or they
may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if needed.
KWL
I Know I Want to know I Learnt
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. the question in exercise 2.
They will work in pairs. After explaining the task, I
They will have to guess and Collaboration and reciprocal allow students time to write a
say what they know about the teaching is the key to the few sentences. Various
topic given success of this activity. While students read their sentences
-What they know reading students work on new out to the class.
-how are these creatures like words. I monitor the activity I explain any new words/
-why are they strange and assist students, if needed. phrases or concepts.
Building questions about the Sum up of the text using the key
text words

 Post- reading activity

I invite students to think about the question in exercise 5.6. After explaining the task, I allow students time to write a few
sentences. Various students read their sentences out to the class.
I explain any new words/ phrases or concepts
Evaluation
Formative evaluation
Assignment
Workbook – unit 3e
Date DAILY LESSON PLAN
Field Subject Level Grade Estimated time
th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
19. 3.f.What’s in a computer?
In the virtual world
2. 3.g.Mobile phones at school.
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student talks about cyber world
2. The student participates in class discussions
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student: Faulty,lens,scratched,send smth away
 Complains about a faulty product ( describe problems & respond) Sceenager,glued to,survey,rule
 Talks about robots in the USA and Japan spacecraft, time capsule, science,
 Talks about the computer and its parts etc.boot camp,behavior,demand.
 Write about how cybernetics will improve people’s lives
 Write a survey and make a bar chat
 Write an opinion essay
Resources and aids
Connection with other fields or cross curricular
Student’s book, IWB, laptop, pictures, notebooks, etc.
subjects Native Language,ICT
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learningCommunicative language teaching/ Circle of writers/
Pair work
Lesson organization
PPP (Presentation- Practice-
Production)
INTRODUCTION
I greet students and introduce them to the topics of today’s lesson.
WARM- UP
In order to focus students’ attention and prepare them for the lesson ahead, I write cyber teens on the board. Students
brainstorm for ideas. Students may use the ideas as prompts to initiate a brief discussion or simply share facts and stories
related to the topic.

Cyber world

PRESENTATION
  Pre- reading activity
I draw students’ attention to the title and the picture. I give students time to skim the first and the last paragraph for gist,
and then allow them to make predictions on the content of the text.
 While- reading activity
I instruct students on how to proceed with the activity. They will work in pairs. Collaboration and reciprocal teaching is
the key to the success of this activity. While reading students work on new words. They learn the meaning of words based
on the context, or they may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist
students, if needed.

PRACTICE
After the 5 min break between the classes, I refer students to the list of new words. I elicit their meaning through
definitions. I explain the task student will complete (Exercises 3, 4). I allow them some time to do the exercises. I check
students’ answers around the class.
Then, I explain the other task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION

 While- reading activity

I instruct students on how to proceed with the activity. Collaboration and reciprocal teaching is the key to the success of
this activity. While reading students work on new words. They learn the meaning of words based on the context, or they
may even look up their definition/ translation in the WORD LIST. I monitor the activity and assist students, if needed.
KWL
I Know I Want to know I Learnt
I instruct students on how to I instruct students on how to I invite students to think about
proceed with the activity. proceed with the activity. the question in exercise 2.
They will work in pairs. After explaining the task, I
They will have to guess and Collaboration and reciprocal allow students time to write a
say what they know about the teaching is the key to the few sentences. Various
topic given success of this activity. While students read their sentences
-What they know reading students work on new out to the class.
-how are these creatures like words. They learn the I explain any new words/
-why are they strange meaning of words based on phrases or concepts.
the context, or they may even Sum up of the text using the key
look up their definition/ words
translation in the WORD
LIST. I monitor the activity
and assist students, if needed.
Building questions about the
text

 Post- reading activity

I invite students to think about the question in exercise 5.6. After explaining the task, I allow students time to write a few
sentences. Various students read their sentences out to the class.
I explain any new words/ phrases or concepts
Evaluation
Formative evaluation
Assignment
Workbook – unit 3g
Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
20. Portfolio assessment 1
Now I can …..
21. First term test
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student talk about the cyber world
2. The student participates in class discussions
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student:
 reads fluently with the proper intonation Faulty,lens,scratched,send smth away
 identifies specific information from the text Sceenager,glued to,survey,rule
 listens attentively to a recorded material to extract specific information spacecraft, time capsule, science,
 understands the content of a video etc.boot camp,behavior,demand.
 practices new vocabulary in speaking and writing
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, , notebooks, test etc.
Native language
Methodologies, techniques and student’s activities
Individual tasks

PRESENTATION

Self assessment.15 min

After instructing tasks the students take turns on fill up activities
Facilitating where students face difficulties
Consolidating vocabulary while the students take turns on each exercise.
Enforcement for each structure that results in lack of having been perceived by the students
For further practice the students are asked to go through Grammar bank and Vocabulary bank at the end of the Workbook

Balancing results by following the Can Do descriptors given at the end of the self check section.
 PRACTICE

Now I can N1 N2+ N3 N3+ N4 N4+

Talk about feelings

Talk about mysterious creatures
Talk about extraordinary coincidences
Describe a dream
Talk about dragons
Write about a mysterious creature in your country
Write about a coincidence
Write about a prehistoric animal
Write a story
PRODUCTION
 Second class
 First term test
 Instructing tasks
 Setting up rules
 Deadlines
 See photocopied materials

Evaluation

Assignment
Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
22. Language review 3 .
Grammar&vocabulary consolidation
2. Vocabulary bank 3
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student uses future simple tense
2. The student forms abstract nouns
Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student: Coincide with,outdoor ,activities,nature
 reads fluently with the proper intonation traits,display,survival,war,honor,bugle,p
 identifies specific information from the text inned,poppy.
 listens attentively to a recorded material to extract specific information
 understands the content of a video
 practices new vocabulary in speaking and writing
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, video projector, pictures,
Natural sciences/ ICT
notebooks, etc.
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning
Communicative language teaching/ Circle of writers/ Pair work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and start checking up previous knowledge :
Vocabulary –festival activities, Chinese celebrations.
Workbook -1.g.The students take turns on fill up activities
WARM- UP
Start on -Consolidating key elements of the whole lesson through games
1Game :Hangman.Find the word
(_ _ _ _ _)-poppy.

2-Reading with stops (Three passages from the whole module)

3-TicTacToe-Grammar game

The best participants are praised at the end of each game

PRESENTATION
 -Language review .15 min
After instructing tasks the students take turns on fill up activities
Facilitating where students face difficulties
Consolidating structures while the students take turns on each exercise.
 Future Simple vs present continuous(future meaning)
 Adverbs
 Abstract nouns
Enforcement for each structure that results in lack of having been perceived by the students
Vocabulary bank .15 min
After instructing tasks the students take turns on fill up activities
Facilitating where students face difficulties
Consolidating vocabulary while the students take turns on each exercise.
 High tech gadgets
 Future activities
 Predictions
 Complaining about a product

Enforcement for each structure that results in lack of having been perceived by the students
For further practice the students are asked to go through Grammar bank and Vocabulary bank at the end of the Workbook

PRACTICE
After the 5 min break between the classes, I refer students to the list of key words. I elicit their meaning through
definitions.
I allow them some time to balance their progress.
I check students’ answers around the class.
Then, I explain the listening task. I play the recording. Students listen and choose the correct answers. Students report the
right answers to the class.
PRODUCTION
Writing activity → Students imagine they were to go to a celebration around the world. Students work individually and
decide which celebration may be.
I set the time for the activity.
I monitor the activity around the class making sure students know how to carry out the task.E ach member of the
group writes on his/ her own.
Finally, each student produces a single piece of writing for the topic. Paragraphs are read to the class.

Evaluation
Self assessment section .Check your progress
The student is evaluated on each ‘can do’ descriptors.
Assignment
Workbook GB/VB
Date DAILY LESSON PLAN

Field Subject Level Grade Estimated time

th
Languages and communication English IV 9 90 minutes
Topics
Learning situations
23. Reading practice 3.
Grammar&vocabulary consolidation
2. Fun time 3.Self check 3
Learning outcomes according to the key competences
 Communication and expression competence: 1. The student uses future simple tense
2. The student forms abstract nouns
 Thinking competence: The student justifies steps towards the completion of a task
 Learning to learn competence: The student makes use of effective techniques in order to classify information and
acquire new knowledge
 Competence for life, entrepreneurship and the environment: The student prepares a plan for the successful
completion of a task
 Interpersonal competence: The student understands and expresses his/ her ideas about his/ her field of interest
 Social and civic competence: The student transmits social values and respects others’ right to hold and express
opinions that differ from their own
Learning outcomes related to the topic Key words:
The student: Coincide with,outdoor ,activities,nature
 reads fluently with the proper intonation traits,display,survival,war,honor,bugle,p
 identifies specific information from the text inned,poppy.
 listens attentively to a recorded material to extract specific information
 understands the content of a video
 practices new vocabulary in speaking and writing
Resources and aids
Connection with other fields or cross curricular subjects
Student’s book, IWB, laptop, video projector, pictures,
Natural sciences/ ICT
notebooks, etc.
Methodologies, techniques and student’s activities
Asking and answering/ Co-operative reading & learning
Communicative language teaching/ Circle of writers/ Pair work
Lesson organization
PPP (Presentation- Practice- Production)
INTRODUCTION
I greet students and start checking up previous knowledge :
Vocabulary –festival activities, Chinese celebrations.
Workbook -1.g.The students take turns on fill up activities
WARM- UP
Start on -Consolidating key elements of the whole lesson through games
1Game :Hangman.Find the word
(_ _ _ _ _)-poppy.

2-Reading with stops (Three passages from the whole module)

3-TicTacToe-Grammar game

The best participants are praised at the end of each game

PRESENTATION
 Fun time.15 min
After instructing tasks the students take turns on fill up activities
Facilitating where students face difficulties
Consolidating structures while the students take turns on each exercise.
 Future Simple vs present continuous(future meaning)
 Adverbs
 Abstract nouns

Self assessment.15 min

After instructing tasks the students take turns on fill up activities
Facilitating where students face difficulties
Consolidating vocabulary while the students take turns on each exercise.
 High tech gadgets
 Future activities
 Predictions
 Complaining about a product

Enforcement for each structure that results in lack of having been perceived by the students
For further practice the students are asked to go through Grammar bank and Vocabulary bank at the end of the Workbook

PRACTICE
After the 5 min break between the classes, I refer students to the list of key words. I elicit their meaning through
definitions.
I allow them some time to balance their progress.
I check students’ answers around the class.
PRODUCTION

Balancing results by following the Can Do descriptors given at the end of the self check section.
Now I can N1 N2+ N3 N3+ N4 N4+

Talk about gadgets

Talk about cybernetics & cyborgs
Talk about ‘ screenagers’ in your class
Complain about a faulty product ( describe problems &
respond)
Talk about robots in the USA and Japan
Talk about the computer and its parts
Write about how cybernetics will improve people’s lives
Write a survey and make a bar chat
Write an opinion essay

Evaluation
Self assessment section .Check your progress
The student is evaluated on each ‘can do’ descriptors.
Assignment
Workbook GB/VB