During this lesson, S learn (about):

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)

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)

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)

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.

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.

During this lesson, S learn (about):

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

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)

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.

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.

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).

During this lesson, S learn (about):

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)

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)

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).

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.)

During this lesson, S learn (about):

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)

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)

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.)

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.

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