Hairdresser’s tools. Шатараздарга арналган ашык сабак

Unit:

Professional Tools

Teacher’s name

Skakova Asel Bauyrzhanovna

Date:

08.10.21

Grade: 3

Number of present:

Absent:

Lesson title

Hairdresser’s Tools

Learning objectives

10.3.6 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics

10.4.1 - understand main points in extended texts on a wide range of unfamiliar general and curricular topics

Assessment criteria

Give short, basic description of hairdresser’s tools speaking in grammatically correct English;

Understand the main ideas of text on a wide range of unfamiliar vocabulary

Lesson objectives

• All learners

- recognize the main points of short simple texts using contextual clues when reading with 70% accuracy

-describe in 3-4 simple sentences experiences giving short description of hairdresser tools with some support;

• Most learners

-recognize and analyse the main points of short simple texts using contextual clues when reading with 80% accuracy

-describe in 5-6 simple sentences experiences giving short description of hairdresser tools without any support;

Some learners

- describe in 10-12 simple sentences experiences giving short description of hairdresser tools without any support

-recognize and conclude the main points of short simple texts using contextual clues when reading with 90% accurac

Lesson stages

Teacher activity

Students activity

Assessment

Resources

Start 5 minutes

ORGANISATION MOMENT:

Greeting students! Guessing the theme of the lesson. Strategy “Picture association”(hairdresser)

Start

the teacher makes up any word related to hairdressing tools

(for advanced - a phrase).

Students can ask any questions that can be answered with "yes" or "no". Whoever guessed the word first that won.

Teacher provided assessment.

Teacher asks the students if they have any difficulties in describing the objects and guessing the theme of the lesson.

Worksheet 1

Middle stage10 minutes

Speaking activity

Eliciting the vocabulary. (Eliciting techniques)

Teacher shows the pictures on the board &explain meaning(Definitions) in Russia

Teacher controls the students copping the new vocabulary

Differentiation by grouping

For this activity this type of differentiation is an ideal variant because in groups mix-ability students feels more comfortable. Every group member contributes into activity at their own way

Students listen to the new words &copy.

Teacher gives some support. After ending the copy of words students self-assess pointing out what words unknown for them.

Self-assessment”

“Thumbs up thumbs down”

Teacher provided assessment. Teacher asks

What new did you know?

Descriptor A learner:

-answers the question on a board

Worksheet 2

Worksheet 3

https://yandex.kz/video/preview/13738468767697229671

Middle stage 15 minutes

Reading activity “Read and make up” active strategy.

Teacher reads the dialogue and asks students to focus on the new vocabulary and do some notes.

Teacher reads and pronouncing the words intelligibly.

Differentiation by pace.

Lower level students feel comfortable because they work on their own pace and higher level students help to other students who are slower at doing the task. In this task higher level students help lower-level ones to identify the details of the listening-comprehension task.

Students makes some notes. Students read the dialogue by their selves after reading suggested to do own dialogue.

Having made up the dialogues students works in peer and peer assess.

Peer assessment

Teacher provided assessment. Teacher asks some questions upon on dialogue to the activity.

-What was difficult for you?

Do you like the activity?

Descriptor A learner:

-listens to the teacher

-makes some notes

Worksheet 3

Middle stage 12 minutes

Reading activity

“Read and tell” active strategy

Learning objective

10.4.1 - understand main points in extended texts on a wide range of unfamiliar general and curricular topics

The model for retelling the story.

1.The main character.

2.How it looks.

3.What it likes to do.

Teacher hands over students the models for retelling the story after listening.

Teacher reads the story and gives instruction to focus on the details writing some notes.

Students read the text one by one and translate into Russia

Descriptor A learner:

-reads to the story and focuses on the details of the story.

Teacher provided assessment.

Teacher asks questions:

-What was difficult in the task?

-What do you like the most in the story?

Worksheet 4

End of the lesson

3min

Teacher concludes the lesson with method question-answer

Students reflect their learning

tough — грубый
to curl — завивать
Persians — персы
to twist — накручивать
rod — прут, стержень
beard — борода
moustaches — усы

plait — коса
to wrap — заворачивать
ribbon — лента
to stuff— засовывать
metal case — металлическая коробка
wig — парик
enormous — огромный
to pad out — прокладывать, подбивать
pillow — подушечка
feather — перо
jewels — драгоценности
scratching stick — палочка для почесывания
to itch — чесаться
beneath — ниже
craze — повальное увлечение, мода
to cause trouble — причинять вред
incredible — невероятный, потрясающий
to catch — ловить, вытаскивать

to describe — описывать
immoral — аморальный
worthless — бесполезный
to borrow — заимствовать
mixture — смесь
to reject — отвергать, отказы­ваться
conventional — общепринятый
27

fan — фанат
tuneless — без мелодии
violent — неистовый, яростный
to style — вводить в моду, конструировать по модели
gel — гель
glue — клей
liquid — жидкость
DIY (Do it yourself) — сделай сам
to tear — рвать
safety pin — безопасная булавка
stud — запонка, кнопка
clip — скрепка, зажим
exaggerated — преувеличенный       
rocker — рокер
to exist — существовать   
to sell — продавать
era — эра, время   
original — первоначальный