Short term plan ''Fashion,People and Future'' 7th grade

LESSON: Clothes and Fashion

School: Tasshagyl secondary school

Topic: Fashion, People and Future

Date:

Teacher name: Utarshiyeva Gulzada

CLASS: 7

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

7C1: use speaking and listening skills to solve problems creatively and cooperatively in groups;

7S7: use appropriate subject-specific vocabulary and syntax to talk about a range of general topic;

7.R2 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics.

Lesson objectives

All learners will be able to:

• Use appropriate subject-specific vocabulary

• Read independently specific information

• Talk about clothes

Most learners will be able to:

• Discuss about fashion

• Correct the false sentences

Some learners will be able to:

• Use correct grammar construction in their speech

• give own opinion

Assessment criteria

• discuss specific information

• read in details in short simple text

• design the uniform they would like to wear

• use grammar constructions in their speech

Language objectives

Using new vocabulary

Value links

Real life

Cross curricular links

Art

ICT skills

Slides, pictures, Smart Board and projector to present the material

Previous learning

Pupils know words connected with theme

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

5 min.

The teacher explains lesson objectives in a simplified form.

Warm-up activity

Pupils discuss the following questions:

-What is fashion for you?

-What kinds of clothes are in fashion now?

-Are you a shopaholic?

Middle

15 min.

2 min.

7 min.

3 min.

10 min.

Reading for a gist

7.R2 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics.

Learners read the text and identify the general information.

First group – Teacher gives out jumbled sentences for pupils. They must construct sentences to form a full text.

Second group – Method ‘Tick’

Students write unknown words from the text

Third group - to scan the text and mark the sentences if they are true or false. They correct the false statements.

Differentiation by support :
Teacher can pair strong with strong, weak with weak, or strong with weak. Perhaps in a very controlled activity, the strong with weak will work well. In a freer activity, perhaps strong with strong will be of benefit. Variety in the pairings is the key here - and teacher should also be sensitive to the general relationships between different pupils, and learn to note who works well with whom. All pupils do the same tasks. Stronger pupils should help to weak one.

Descriptors:

• read the text correctly;

• understand given information;

• construct specific information in right order

• distinguish true and false sentences

Formative assessment: "Where I am? » On the poster "Islands of Mood", on which the words “Waiting, uncertainty, disappointment, joy” are written pupils should paste stickers to the island, which corresponds to your emotional state following the results of the last task.

7.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

Learners are divided into three groups and they are given ‘fashion talk’ speaking cards. Each learner answers the questions. The length of the answer is no less than 30 sec.

Descriptors:

• answer the questions

• use grammar constructions in their speech

Formative assessment: individual work on the task. Each member of the group, using the reception "BLOB's Tree" determines its place in the tree. Then they discuss their results in the group. The team leader does not forget to mark the activity of the group members in the assessment sheets.

Project work.

Learners must design the uniform they would like to wear.

Learners in pairs brainstorm adjectives they can use to describe their designs.

(Intergroup assessment)

Descriptors:

• present his/her ideal school uniform creatively

• use more descriptive adjectives

• write 20-30 words

Appendix 1

Appendix 2

Appendix 3

Appendix 4

End

3 min.

Feedback

At the end of the lesson, the pupils get a Progress Portfolio and tick the things they can do now in English.

• I can understand a short, simple texts about future smart clothes

• I can use appropriate subject-specific vocabulary while speaking about the future smart clothes

• I can give an opinion about clothes

• I can use grammar constructions in my speech

Appendix 5

Ad+ditional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

• more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

• through questioning and the redirecting of questioning in feedback activities

• discussion assessment

• Health promoting techniques

• To make short breaks

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

• I can understand a short, simple texts about future smart clothes

• I can use appropriate subject-specific vocabulary while speaking about the future smart clothes

• I can give an opinion about clothes

• I can use grammar constructions in my speech

• I participated actively in the discussion