Grade 7. Clothes and fashion

Unit 3 .Cloth and fashion

Unit of a long term plan unit1

School: T. Ryskulov

Date:

Teacher name: Aziretova Aizhamal

CLASS: 7

Number present:

absent:

Lesson title

Clothes and fashion

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

7.UE 3 Use a growing variety of compound adjectives and adjectives as participles

7.W1. plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics

7.S6 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics

Lesson objectives

• understand the main meaning and give the title to the text

• find out and underline adjectives from the text

• describe the pictures in written form using adjectives

• prepare dialogue with support

Assessment criteria

• identify the main meaning and emphasize adjectives in the text

• describe the pictures using compound adjectives

• make up a dialogue with support

Language objectives

comfortable, cotton, fashionable, formal, high-quality, furs, knee-length, hand-made, sportswear, wardrobe, old-fashioned

Values links

Respect and expand your native brand

Cross-curricular links

Аrt

ICT skills

Projector or Smart board for presenting

Previous learning

Researching how clothes are made and materials used

Plan

Planned timings

Planned activities

Resources

Start

10-min

Greetings,

Teacher great learners.[Good morning pupils! Who is on duty today? Who is absent?]

Warm up: Unscramble letters and answer the questions

• It’s a lovely day, isn’t?

• What is your favourite colour?

• What is your favourite clothes?

• What is your attitude to school uniform?

Task 1. New words, repeat after me. ( Drilling)

Read the text. Give the title to the text. Find the adjectives from it. Mark the statements if they are True or False.

New words:

Different, good-looking, second-hand, fashionable, brand new, well-off, beautiful, curly- haired,brown-eyed, winter coat, warm – trousers, most popular, most popular, young.

Clothes and Fashion

People have a different attitudes to fashion. Some of them are not good-looking and they do not care what wear. Others, mostly women, are very picky about what clothes to wear and like to spend a lot of money on them. Most people buy ready-made clothes at clothes stores or second-hand stores, but there are those who like to have their clothes made at the tailor's. There are some people who dress to the latest fashion even if it does not suit them. It seems to be their hobby to follow fashionable magazines and see what leading designers present.

Fashion concerns not only clothes, but also hair style, makeup and accessories, such as shoes, handbags, gloves, belts, hats, scarves or jewellery and glasses. Styles, cuts, designs and particularly the length of clothes change very quickly because dressmaking has become big business nowadays. Fashions often revert to older styles; what is out of fashion, funny or ridiculous now, may look romantic a few decades later.

In winter people wear something warm - trousers, jeans, cardigans and jumpers. People also wear anoraks, winter coats and jackets, sometimes even fur coats outside.

On special occasions people usually dress up. When going to a concert or to the theatre, evening dresses and suits are appropriate. For sports people put on sportswear, such as sports trousers, jeans, shorts, T-shirts and trainers.

The most popular types of clothes with teenagers are jeans or trousers, shirts and T-shirts of different colours, sweatshirts or pullovers and trainers. Boots and shoes of the "Converse" shoe company are most popular with the young people now.

Descriptor

A learner:

• reads the text

• gives title to the text

• finds the adjectives

• writes a true or false

Middle

25 min

Task 2

1. This is Karakat Abildina. Write a short topic describing her appearance.

2. Use adjectives from the text.

(Good looking, brand new, well-off, beautiful, curly- haired,brown-eyed, blue and etc.)

Descriptor

A learner:

• writes a short topic using adjectives

• describes the picture in with form

Task 3

It's group work. Teacher gives scatter photos on paper and learners should guess the right order photos and match with sentences. Make up a dialogue.

• Do you have a shorter one?

• How much is it?

• May I see that jacket, please?

• How is it?

• It's beautiful.

• Hey Mary, let's go shopping!

• Really, I'll take it.

• May I try on?

Differentiated task.

• All learners finds the right order of photos.

• Most learners make up the dialogue, written and oral form.

• Some learners express their own opinion about photos

Descriptor

A learner:

• works in group

• guesses the right order photos

• makes up dialogue

• tells own opinion

https://youtu.be/Q-1tfWzHgOA

End

5 min

FEEDBACK

2 stars and a wish

For reflection and feedback ask learner to give 2 stars and one wish concerning the lesson

Two stars = 2 things that they understand

about the lesson

A wish = something they can improve

to make it even better

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

More support:

• Some questions are more difficult than others

• Allow thinking time.

More-able learners:

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

• Language support

• More able learners can support less-confident students during pair and group work

• by monitoring the spelling,

• Speaking

• Group assessment

To bring up a sense of beauty through fashion and clothing.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all learners achieve the LO?

If not, why?

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.

In this lesson plan I will use several activities/tasks to improve learner’s skills through differentiation and some approaches and strategies such as Scaffolding. Also learners will work individually and in groups. I think, I will achieve the goals, because I will see the results.

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?