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Task 1 (pair work/teacher-student interaction):
What did you learn last lesson? What's still in your mind?
Get together in teams of two. One asks the following questions, the other one answers them (interviewer, interviewee). Then you change parts:

– "What did you learn during the last lesson?"
– "What (information) was new for you?"
– "What was easy? What was not so easy? Why was is (not) easy?"
– "What did you like most about the last lesson?"

Talk for about 1–2 minutes. Record yourself using the following padlet-link:

https://padlet.com/isabella_fiedler/gprsdxlnbui8m83

You can find some helpful phrases and a model dialogue in the padlet above.

When you're finished, we are going to listen to some of your dialogues.

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You need your iPad. Open the App "Karten". Type in "London" into the search bar. Then click on "Flyover". Next, click on "Tour starten".
During the tour, write down at least four things you see (sights, street names, etc.).

When you are finished, we are going to collect and discuss the things you saw as a class.

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Main topic(s)/aim(s): getting to know the difference between UK, GB and England; getting to know the city London (sights, cultural aspects)

Target group: good 2nd, 3rd/4th grade lower secondary

4 lessons:
Lesson 1 = blue
Lesson 2 = purple
Lesson 3 = green
Lesson 4 = yellow
(+) exercises (per lesson) = red

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Task 1 (teacher-student interaction):
Open the link below and join the event.
Answer the following question:
"What words/phrases etc. come to your mind when you hear the word "United Kingdom"?"

Type in your answers on the webpage of wooclap:
https://app.wooclap.com/events/LCOXMC/0

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A collaborative platform for your conferences and your training sessions

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Task 2: Working on vocabulary (pre-watching exercise)

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Task 2: Working on vocabulary (pre-watching exercise)

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Task 2 (single work):
Look up what the words above mean. Write them into your vocabulary book. Use an online dictionary like dict.cc (see link below).

https://www.dict.cc/

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Task 3 (single work):
Watch the YouTube-video about the UK.
Stop at minute 3.

Then play the LearningApps below.
When you're finished with one LearningApp, you get a letter for a secret word. In the end, you'll have four letters. Try to unscramble them to find the secret word.
Compare with a partner. Then write down the secret word onto your working plan/exercise book.

Example: You get the letters V L O E
Secret word = LOVE

YouTube-Video UK:
https://www.youtube.com/watch?v=wuluLd1U7ZI

LearningApps (after-watching exercises):
1) https://learningapps.org/display?v=pgju63w8523

2) https://learningapps.org/display?v=pzt7dgsj523

3) https://learningapps.org/display?v=puaihwy9j23

4) https://learningapps.org/display?v=pkzux50rt23

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UK | The United Kingdom | Primary & Elementary | England | Scotland | Wales | Northern Ireland

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Task 4 (single OR pair work):
Work alone or with a partner.
Get the worksheet "It's England – isn't it?" from the teacher's desk. Read the tasks and do the exercises to find out what differences there are between the UK, GB ...

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Solutions – worksheet "It's England – isn't it?" (for task 4)

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Solutions – worksheet "It's England – isn't it?" (for task 4)

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Log in or register for the webpage LearningApps.org here:

https://learningapps.org/

Create your own LearningApp. It should be about any topics/vocabularies you learned in this lesson.
Post the link to your LearningApp here in the comments so the other students can play it:

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General aim(s)/goal(s) of this lesson:

During this lesson, S learn (about):

the difference between UK, GB and England,

what "UK" means,

the different countries and their capital cities in the UK;

Skills: listening, reading, (writing), (speaking)

Task 1: brainstorming about London/the UK (about 5 minutes)

teacher-student interaction

T asks S to open the wooclap-link. After they've typed in their answers, T and S talk about the results.
https://app.wooclap.com/events/LCOXMC/0

Task 2: working on vocabulary (pre-watching exercise video) (about 10 minutes)

single work

T shows S some words that are going to come up in the YouTube video:
country, capital (city), map, head of state, government, (to be) made up (of), (to) shorten, as a whole, united
S look them up using their iPads/laptops and an online-dictionary. Then S write them into their vocabulary books.

Task 3: YouTube video and LearningApps (about 15–20 minutes)

single work

S take their iPads and headphones. S watch the video about the UK until minute 3. Then they do the four LearningApps. After successfully completing a LearningApp, S get a part of a secret word (e.g. the letter J). After having played all of the four LearningApps, S should try to create one word out of the four letters they have got.
Solutions: K I N G

Task 4: It's England – isn't it? (about 15 minutes)

single/pair work

S work alone or with a partner (e.g. the student that sits next to them). S get the worksheet "It's England – isn't it?" from the teacher's desk and read the instructions. Then, they do the exercises together/alone. After that, T and S either compare together or T prints out the results and gives them to the S that are finished.

(+) task: Create your own LearningApp

single/pair work

S register/log into LearningApps. S create their own LearningApps about topics from lesson 1 (vocabulary, information ...). Then S post the link as a comment onto the padlet so all the other S can use their LearningApps as well.

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General aim(s)/goal(s) of this lesson:

During this lesson, S learn (about):

different sights of the city London

how to write a fact file

how to search for information about the sights on the webpage

how to record their voice with padlet.com

how to create a mind-map (but: pre knowledge needed!)

Skills: speaking, reading, writing, listening

Task 1: about last lesson (about 5–10 minutes)

pair work, teacher-student interaction

S get together in pairs. They interview themselves using the prompts/questions. S upload their recording onto the separate padlet (see link). Then, T and S listen to their recordings and give feedback as a class OR T listens to them separately and gives individual feedback.

Task 2: overview of the city of London (about 10 minutes)

individual work, teacher-student interaction

T tells S to take out their iPads and open the app "Karten". They should type in "London" and click on "Flyover". Next, T tells S to write down at least four things they see (e.g. street names, sights, etc.). Finally, S and T talk about the things S have seen/collected.

Task 3 (about 15–20 minutes):

pair work, teacher-student interaction

T opens the oncoo "Lerntempoduett" and lets S log in with their iPad (scan or type in the code). T explains how the oncoo works (You have to log in, write your name; when you're finished with the exercise, click the button, and someone who worked as fast as you is assigned as your partner to compare).
Then, T hands out the worksheet "writing a fact file". T explains that S have to read the 1st half of the worksheet, then they should read the example fact file "the London Dungeon". Next, S have to look at the bulletpoints from page 1 once again. T then explains that S should highlight the parts where the bullet points are mentioned in the "the London Dungeon" fact file with the same color as the respective bullet point.
At the end, T says, S have to compare with their "oncoo/Lerntempoduett" partner.

Task 3: Preparation for fact file writing (London sights) (about 15–20 minutes)
T says that S are going to write their own fact files about some sights of London. T splits the class into groups (there are 10 possible sights to write about: Westminster Abbey, Tower of London, British Museum, Buckingham Palace, London Eye, Hyde Park, Madame Tussauds London, St. Paul's Cathedral, King's Cross Station, Trafalgar Square T can choose which ones to take). T prints out the needed small sights cards (see worksheet) and hands them to the S – that is the way to build the groups.
Before S work as a group (of about 3–5) people, the first step is to search the internet about the assigned sight with their iPad (the S also have the instructions on the worksheet "writing a fact file –1st steps"). There are also some suggested webpages S could use on the small sights cards. T asks S to create a mind-map using the most important information they have found. T once again emphasizes the bullet points (so they should find information to cover the bullet points). And T says that S could use the app "Notizen" or the webpage mindmup (https://www.mindmup.com) for their mind-map.
At the end of the lesson, T says that they are going to keep on working in the 2nd part of the double lesson.

(+) task: Create your own Quizlet

single/pair work:

S create a Quizlet using words from the webpages they have read about their London sight. They write at least 10 words. There are two variations:
Variation 1: S write the German translation and the English word; variation 2: Write the English word and write an English definition for this word.
Then, S post the link to their Quizlet in the comments so the other S can practice the words, too.
If there are enough Quizlets, T could assign as homework to learn/study one set and send them proof of it (e.g. screenshot).

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General aim(s)/goal(s) of this lesson:

During this lesson, S learn (about):

different sights of the city London

how to write a fact file

how to give peer feedback (maybe some pre knowledge needed!)

( (+) how to use vocaroo.com to record their voice and generate QR codes)

Skills: writing, reading, speaking

Task 1: writing your own fact file (London sights; about 25 minutes)

group work/teacher-student interaction

T tells S that they are going to write their own fact files now. T tells them that they have about 25 minutes to write the first draft and that they should not focus too much on the layout, more on the contents. Then, S get together in their groups and start writing their first draft.

Task 2: peer feedback for your fact file (about 10–15 minutes)

group work/teacher-student interaction

After 25 minutes, T tells S to give their first draft to another group. The S from another group look at the worksheet "checklist for the fact file" and give feedback using this worksheet. In the meantime, T goes through the class and helps the groups. Then, after about 10 minutes, they give their feedback to the original group.

(There are two versions of the checklist/peer review of the fact file – T can use only the checklist for task 2 + 3 or the checklist for task 2 and the peer review worksheet for task 3).

Task 3 (about 10–15 minutes)

group work/teacher-student interaction

S get the feedback from another group. S look at it and adapt their text accordingly. Then, S focus on the text's layout. After 10 minutes, S send/give their texts to the teacher. After class, T looks at the texts and corrects any mistakes or adds things.

(There are two versions of the checklist/peer review of the fact file – T can use only the checklist for task 2 + 3 or the checklist for task 2 and the peer review worksheet for task 3).

(+) task: "In a nutshell" (vocaroo)

group work

If one group is very fast with writing their fact file, T tells them to take out their iPads and headphones.
T tells S they should describe their sight "in a nutshell" (like writing a "Schummelzettel"/"cheat sheet"). S should describe their sight in about 5 sentences and use the webpage "vocaroo" to record their voices. Then, S create a QR code and add this code to their actual fact file.

(Alternatively, S can just record the text of their fact file, generate a QR code and add it to their fact file.)

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General aim(s)/goal(s) of this lesson:

During this lesson, S learn (about):

different sights of the city London

how to take notes

(some of them: how to present the main aspects of a poster/fact file and answering the students' questions)

Skills: reading, listening, writing, speaking

Task 1: preparation for gallery tour (about 5–10 minutes)

single work, teacher-student interaction

Before the lesson, T has already printed out the fact files and put them up into the classroom.
Now, T hands out the worksheet "buddy book London sights". T decides whether to use the blank one or the one with the name of the sights already printed on it. T explains how to fold the buddy book and how to cut the buddy book and helps the students if needed. Then, T explains that S have to fill in the buddy book during the gallery tour (task 2). T has to decide beforehand whether they should just take notes (= blank buddy book) or use the questions (= buddy book with sights' names).

Task 2: gallery tour London sights (about 30 minutes)

single/pair/group work, teacher-student interaction

T asks each group to assign a group speaker for their sight. These S are going to be the experts for their sight and explain the fact file to the other S and answer questions. T sets a timer of about 5 minutes per each station (make this visible so S know how much time they have got – T could use https://classroomscreen.com/ to do so). The "visitors" (other S) do the exercises in their buddy book/take notes.

Task 3: Comparing the exercises/buddy book (about 10 minutes)

teacher-student interaction

At the end of the lesson, T and S compare their exercises in the buddy book. S add the things they did not write down.

(In the next lesson, T could do a short "Lernstandserhebung" with S to see what they have memorised about London and its sights.)

Task 4: Reflecting on your own learning (about 5–10 minutes)

single work, teacher-student interaction

If there's still time left, T encourages S to reflect on their own learning. For this, T asks S to take out their iPads and log into the Kahoot! Then, S answer the questions or rate the statements from :-D to :-) to :-/ to :-(. After that, S and T talk about the results.

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Log into the oncoo "Lerntempoduett" with your iPad (see picture and link https://www.oncoo.de/t/1go7).

First, read the worksheet "writing a fact file" (read only the top until (digital)!

Then, read the example fact file "the London Dungeon". Look at the bulletpoints from the worksheet "writing a fact file" once again. Where are the bullet points mentioned in the fact file "the London Dungeon"? Highlight these parts in the same colours as the bulletpoints.

When you're finished, compare with a partner that is as fast as you are (oncoo "Lerntempoduett").

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Task 1: writing your own fact file (London sights)

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Task 1: writing your own fact file (London sights)

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2nd steps of fact file:
Now get together in your groups (with the people that have got the same small sight card as you).
Share your mind-maps. Compare what you've found. Are these information relevant for the bullet points of the writing a fact file worksheet?

Then, it's your turn! Decide if you want to do a poster (analogue) or write the fact file on your iPad/laptop (digital).
Next, start writing the 1st version of the fact file. Don't forget to mention the bullet points! Don't care too much about the layout during this step.

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Checklist for fact file_English and German

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You are going to get the worksheet "buddy book London sights". Write your name and class on the worksheet. Fold and cut the worksheet according to the instructions. Then listen to your teacher's instructions.

(source picture in buddy book: https://unsplash.com/de/fotos/g-krQzQo9mI)

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worksheet "writing a fact file + fact file "The London Dungeon" (for task 2)

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worksheet "writing a fact file + fact file "The London Dungeon" (for task 2)

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Writing a fact file and fact file the London Dungeon

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Task 2: peer feedback for your fact file

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Task 2: peer feedback for your fact file

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After 25 minutes, give your first draft of the fact file to another group. Your teacher is going to tell you who to give it to. You are also going to get another fact file.

Look at the worksheet "checklist for the fact file" again, but this time, look at the other group's fact file. What is missing, what is good? Give feedback using the worksheet. Then give the checklist to the other group. You are also going to get feedback from another group.

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Solutions – fact file "the London Dungeon" (for task 2)

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Solutions – fact file "the London Dungeon" (for task 2)

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The London Dungeon fact file solutions (bullet points)

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Task 3: Adapting your fact file + layout

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Task 3: Adapting your fact file + layout

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Look at the feedback you just got from another group. Rewrite (parts)/correct of your fact file and consider the feedback from your peers. Also layout your fact file – make it look nice and interesting! :-)
After about 10 minutes, send your fact file to your teacher. Yo are going to get feedback via Moodle/LMS. You can also find the assessment criteria for the fact file above.

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Task 3: Preparation for fact file writing (London sights)

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Task 3: Preparation for fact file writing (London sights)

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The teacher is going to assign you groups and a specific sight of London. For this, you are going to get a small sight card. On this card, you can find different links to webpages.

1st steps of fact file (single work):
Search the internet for information about the sight you want to write about. It's best if you also write down where you've found the information (sources!).
Then, create a mind-map to organize the information you've found. You could, for example, use the app "Notizen" or the webpage https://www.mindmup.com.

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After you have read/While you are reading the information texts (webpages) about your London sight, write down at least 10 words that are new for you.
Create a Quizlet with these words (https://quizlet.com/de).

Variation 1: Write the German translation and the English word.
Variation 2: Write the English word and write an English definition for this word.

Post the link to your Quizlet here in the comments:

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Your sight "in a nutshell"!

If you would have to write a "cheat sheet"/"Schummelzettel" about your sight, what would you write/say?
You need your iPad and headphones. Describe your sight "in a nutshell" (in about 5 full sentences). Record yourself using the webpage vocaroo (https://vocaroo.com/). Then, generate a QR code of your recording and add it to your fact file.

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example instructions how to fold/cut the buddy book (for task 1)

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example instructions how to fold/cut the buddy book (for task 1)

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https://www2.klett.de/sixcms/media.php/229/DO01_3-12-443230_Faltanleitung_Minibook.pdf

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You need someone who presents the fact file for your group. Decide who is going to be the presenter and answer the other students' questions.

The other students (who are not presenting) take their buddy books and go from one fact file to the other. Listen to the presenter, read their fact file and ask questions. Speak English only! Also fill in the exercises in your buddy book.
Do this until you have seen every fact file and listened to every presenter.

You have about five minutes per each fact file. Your teacher is going to show you how much time is left on classroom screen (https://classroomscreen.com/).

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Task 3: Comparing the exercises/buddy book

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Task 3: Comparing the exercises/buddy book

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When we are finished with the gallery tour, we are going to compare your findings as a class. Be prepared – everybody should participate. Next time, we are going to have a short "Lernstandserhebung" about the London sights. You should know at least 3 sights (where it is, what it is - explain shortly, two interesting facts).

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You need your iPad/phone. Open the App Kahoot (or open Kahoot in your browser). Please type in your real name this time! Then answer the following questions/rate the following statements [from :-D to :-) to :-/ to :-( ] to reflect on your learning:

1) Name one London sight.
2) My group and I worked together very well.
3) I took over responsibility for our group's text.
4) I worked as independently as I could.
5) My time management was very good.
6) I've learned something new during the last four lessons.
7) I'm very happy with my group's fact file.
8) How are you feeling after the London/UK topic?

After you have answered the questions, we are going to talk about the results as a class.

Link to Kahoot (for teacher):
https://create.kahoot.it/share/reflection-focusing-on-london-uk/5326d062-88b5-4fc3-8e3a-16ad7939f77a

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!