Lesson plan. fashion and clothes

7.4B Clothes and Fashion

Lesson 9

Skills:

School: 3

Date: Term 4

Teacher’s name: Rakhmetildakyzy Ayazhan

Grade:7 b,v

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

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

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

7.R2understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics.

Lessonobjectives

All learners will be able to:

-Use speaking and listening skills to solve problems using subject-specific speaking vocabulary;

Most learners will be able to:

- Use appropriate subject-specific vocabulary and syntax to talk about Fashion

Some learners will be able to:

- Understand independently specific information in a short text

Language objective

Correct use of new vocabulary and correct grammar constructions in their writing

Previous learning

Writing: Jobs that requires wearing uniform

Cross-Curricular Link

Jobs, Fashion

Use of ICT

Smart Board and projector to present the material

Intercultural awareness

To develop ability to understand different cultural contexts and viewpoints expressed while speaking

Kazakhculture

Viewing personal peculiarities through Kazakh culture

PastoralCare

Provide sufficient capacity and resources to meet student’s needs

HealthandSafety

Make sure power cords are not a tripping hazard

Everydayclassroompre-cautions

Plannedtimings

Plannedactivities

атласsatin[ ˈsætɪn ]бархатvelvet[ ˈvelvɪt ]белыйwhite[ waɪt ]бельёunderwear[ ˈʌndəweə ]блузкаblouse[ blaʊz ]ботинокboot[ buːt ]браслетbracelet[ ˈbreɪslɪt ]брюкиtrousers[ ˈtraʊzəz ]булавкаpin[ pɪn ]бумажникwallet[ ˈwɒlɪt ]воротникcollar[ ˈkɒlə ]вуальveil[ veɪl ]галстукtie[ taɪ ]голубой(light/pale) blue[ laɪt peɪl bluː ]голыйnaked, bare, nude[ ˈneɪkɪd ] [ beə ] [ njuːd ]грубыйcoarse, rough[ kɔːs ] rʌf ]губная помадаlipstick[ ˈlɪpstɪk ]дамское бельёlingerie, women's underwear[ ˈlænʒəriː ] [ ˈwɪmɪnz ˈʌndəweə ]джинсыjeans[ dʒiːnz ]длинныйlong[ ˈlɒŋ ]духиperfume, scent[ pəˈfjuːm ] [ sent ]жёлтыйyellow[ ˈjeləʊ ]жилетwaistcoat[ ˈweɪskəʊt ]завязывать /

Resources

Start

5 min

Middle

15 min

20 min

The teacher explains lesson objectives in a simplified form.

Warm-up activity

Students discuss the following questions:

-What is fashion for you?

-What kinds of clothes are in fashion now?

-What do you think of body piercing?

-Are you a shopaholic?

-Do you like to go shopping during the sales?

Reading skills

Pre-learning

Teacher pre-teaches any unknown words which learners might not be familiar with (W).

Reading for a gist

7.R2ucderstand 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. They scan the text and mark the sentences if they are true or false. They correct the false statements(I/P).

Differentiation:
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 students, and learn to note who works well with whom.

- Teacher can ask early finishers to write new vocabulary up on the board with definitions./ Write questions about the text.

Keys:

1. F

2. T

3. F

4. F

5. T

6. T

7. F

8. F

Afterreading:

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(G).

Assessment criteria:

-uses subject-specific vocabulary;

-uses correct grammar constructions in their speech.

Reading Fashion.docx

Appendix 1

Fashion talk.docx

Appendix 2

End

5 min

• Students’ reflection

What have I learnt?

What new words have I learnt?

What are my problems?

Additionalinformation

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

Moresupport:

• Some questions are more difficult than others

• Allowthinkingtime.

More-ablelearners:

• Encourage students to use more complex words in a sentence.

• Language support

• by monitoring the spelling, pronunciation,

• Speaking

• Peer assessment

Jobs, Fashion

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?