Long-term plan: The chemistry of clothes

Zhanaozen college of Service and New Technology.

Date:

Teacher’s name: Ryskalieva Ardak.

Grade: 11

Number present:

Absent:

The topic of the lesson:

Introduction to the topic

Learning objectives:

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

11.R3 skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics

11.R4 read a wide range of extended fiction and non-fiction texts on a variety of more complex and abstract general and curricular topics

Lesson objectives

• To discuss British textile industry

• To use topic related vocabulary

• To read a non-fiction text and find correct answers

Assessment criteria

Students will be able to achieve if:

• They will write the correct letter

• They will write no more than three words from the Reading Passage for each answer.

• They will get correct answers

Value links

Respect value is instilled through the class discussions.

Cross curricular links

Chemistry, Economics, Geography

ICT skills

Visual aids use, research techniques

Previous learning

Learners have some background knowledge on the topic

Plan (Lesson 4 from a series of 4)

Planned timings

Planned activities

Resources

Beginning

0-3

10 min

3 min

Middle

20min

5 min

Organization. Welcoming students

Starter «Matching»

I. Lead in.

• Teacher asks students:

• Which country is best for textile industry?

• Which country is the largest exporter of garments?

• What type of fabric is popular in our country? Why?

• Teacher goes through the lesson agenda, learning objectives and lesson objectives discussion.

Teacher informs students that they will read a text “

The Rise and Fall of the British Textile Industry”

Sophisticate-

”

Pre-teaching vocabulary

Sophisticated- experienced

eightfold -eight times as big or as much

to become four times as big, or to multiply a number or amount by four

predominant- more noticeable or important, or larger in number, than others:

Reading. Pair work

1.Teacher asks students to complete the notes and write no more than THREE WORDS .

Answers:

1. local consumption

2. competition

3. Banned

4. meet (the) demand

5. Efficient

6. steam (engines)

2.Questions 7-9

Choose the correct letter, A, B, C or D.

Answers:

7.  C

8. D

9. A

3.Questions 11-13. Find if the sentences are TRUE., FALSE OR NOT GIVEN

Answers:

10. F

11. NG

12. T

13.T

Descriptor

A learner

-works in pairs

-reads the text

-finds out the necessary information

-answer the questions using specific vocabulary

-asks the partner

Formative assessment: Peer assessment

Teacher hands out the evaluation cards to the learners. Every student assesses his or her partner according to their responds.

Excellent-well-formed sentence, the learner uses specific vocabulary correctly, can pronounce the words precisely

Good-well-formed sentence, the student uses new vocabulary, some pronunciation mistakes

Average-partly answer, the learner uses simple words

Poor-low answer, lack of vocabulary, bad pronunciation

Post reading discussion.

How was the textile industry changed by the new inventions? Justify your answers.

Descriptor

A learner

-reads the task

-looks at the example

-fills the gaps using comparative and superlative adjectives

B level Use the words to make sentences

Descriptor

A learner

-looks at the given example

-makes correct sentences

-writes formed sentences

Retrieved from

https://mini-ielts.com/1210/view-solution/reading/the-rise-and-fall-of-the-british-textile-industry

Handout 1

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?

Health and safety check
ICT links

By support, by learning styles, by outcomes

Peer assessment, teacher’s feedback

Everyday health precautions

End

6 min

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?