| LESSON: 3-4 Unit: Daily life and shopping Topic: Clothes and Fashion. Survey: shopping. | School: |
| Date: | Teacher’s name: |
| Grade: 8 | Number present: | absent: |
| Learning objectives(s) that this lesson is contributing to | 8.R2 understand specific information and detail in texts on a growing range of familiar general and curricular topics, including some extended texts 8.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics |
| Lesson objectives | All learners will be able to: |
Take the opportunity to participate in Step game equally. speak about fashion issues based on prior knowledge wise up how to use articles |
| Most learners will be able to: |
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| Some learners will be able to: |
| Language objective | Grammar constructions to communicate meaning clearly at sentence and discourse level during pair, group and whole class exchanges. |
| Assessment criteria: | Students meet all Los if they can answer Most of the questions correctly |
| Value links: | Life – long learning, respect, cooperation |
| Cross curricular links: |
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| ICT skills: | Student use online dictionaries, Smart Board and projector to present the material |
| Previous learning | Last year learners improved their speaking, reading, writing and listening skills on the topic of “Clothes and Fashion” on the range of topic-specific vocabulary |
| Intercultural awareness | to develop ability to understand different cultural contexts and viewpoints expressed in reading and listening |
| Kazakh culture | viewing personal fashion peculiarities through Kazakh culture |
| Health and Safety | Aeration Make sure power cords are not a tripping hazard Everyday classroom pre-cautions |
| Planned timings | Planned activities | Resources |
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5 min
10 min
20 min
10 min
10 min
10 min
10 min
5 min
| LESSON 1 1. (W)Starter Challenge/ Class organisation (G) “Steps” game. Revision Give ss a couple of minutes to revise learnt material. Divide ss into 2 groups (2 rows). Put them away from the seats. Each team is given a piece of paper. When you say a word, they have to write a translation/synonym/antonym. If ss do it right, they may make a step forward. Otherwise they step back. As they finish, check altogether what words were difficult to remember.
(W)Introduce Lesson and Learning Objectives
2. (W) Pre-reading Ask ss: “How important are clothes to people in our country?” Ask ss how they understand “fashion”? Encourage ss to give a full definition. Elicit how many “designers’ labels” can ss come up with? What do these companies sell? Pre-teach the following words: leather, a suitcase, eldest, the head, to manage, to get on (relationships), to sack smb, a tax, to get divorced, a gunman.
(I,P) Reading Ss are given 5 minutes to read the text, and then fill the gaps. Ss are supposed to skim over the sentences on Smart Board and tick the correct ones; change the incorrect sentences. Success criteria: Peer assessment, 5/6 right answers.
(W, I) Post-reading. Grammar input. First, explain the use of a, an, the, no article. Ensure that ss understood the rules. Let ss do ex. 4 Open class check.
BREAK LESSON 2 (W) Pre-Listening Elicit what ss know about Milan (one of the fashion capitals) Ask ss if we can arrange such global fashion events in here in Kazakhstan. If yes, where and what will we need? Can ss think of famous Kazakhstani designers? Ask ss what they know about Gianni Versace, what this company produces and what the prices are. Inform ss that they are going to listen to a recording about Gianni Versace and his life.
(I) Listening (f) When Gianni Versace was born? What did he love when he was a child? How old he was when he went to Milan? What did he organize with Elton John in 1995? In what city did he end his life?
(I, W)Post-listening Ask ss what they know about ‘fashion victims’. Explain the meaning if necessary. Ss are given HO. With help of this HO they will discover whether they are fashion victims or not. Once they finish, ss may share their results with class.
(W) Plenary “2 stars and a wish” Students should write 2 things they most liked about the lesson and 1 thing they were struggling with. (I) Home task. Ss learn new vocabulary by giving definitions/synonyms/antonyms |
PPT
F2F Pre-Intermediate 10C, ex.2 p.80; ex. 3 p.80; HO 1 reading
ex.4 p.81
ex. 6a p.81 HO 2 listening English Grade 8 Daily Life and Shopping Listening Audio Resource
HO 3 questionnaire
PPT |
| Additional 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 Science,
Critical thinking Value links |
| Additional support: More-able learners: | by monitoring the answers they are giving or writing. If there is a mistake, let a student know where he is lacking correct information. While listening pause the recording where necessary to give ss time to write down answers.
| Learners may work individually applying skills and knowledge to a practical task. All of these lesson features reflect NIS values as suggested in the NIS Trilingual Implementation Strategy, and correlate with the aims of critical and creative thinking, and effective communication set out in the Subject Programme for G8 English. |
| REFLECTION: |
| Were the lesson / learning objectives realistic? |
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| What did the learners learn today? |
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| What was the learning atmosphere like? |
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| Did my planned differentiation work well? |
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| Did I stick to timings? |
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| What changes did I make from my plan and why? |
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| 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? |
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