Talking about shopping and shopping facilities

Unit 9 Clothes and Fashion

School:

Date:

Teacher name:

CLASS: 7

Number present:

absent:

Lesson title:

Talking about shopping and shopping facilities

Learning objectives:

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

7.W8 spell most high-frequency for a growing range of familiar general and curricular topics.

7.UE3 use a growing variety of compound adjectives and adjectives as participles

Lesson objectives

All learners will be able to:

- recognize most high- frequency vocabulary according to the theme "Talking about shopping and shopping facilities with support.

Most learners will be able to:

- apply variety of compound adjectives and adjectives as participles according to the topic "Talking about shopping facilities" with some support.

Some learners will be able to:

- express their ideas thoughts using most high -frequency words according to the text "Talking about shopping and shopping facilities" without support

Assessment criteria

-Understand specific information and ask information and

realise particular facts and parts in reading passage

- Write topic related words correctly with support

-Write an information compound adjectives using high-frequency words according to the theme "Talking about shopping and shopping facilities" with support

іValues links

The Patriotic Act "Mangilik yel"

• 2. National unity, peace and harmony in our society

• 3.Secular society with high spirituality

Cross-curricular links

Art, Technology

Previous learning

Learners knew some names of clothes and shoes .

Plan

Planned timings

Planned activities

Resources

Start

5 min

Greetings: Teacher start lesson with following greeting phrases:

- Good afternoon, students!

-How are you ?

- I am glad to see you today.

Dividing into groups. Forming into two groups.

I’ll give you a piece of papers with words and you should connect these pieces and make up one word.

The first group is JEANS

The second group is SKIRT

Checking up home task by method ''Who is Fastest? ''

Students answer the 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?

Picture

picture

Middle

20min

5min

5min

Pre-reading task:" Slide show"

Look at the slide show pictures and answer the questions. Then ask point of view of the students about the slide show.

• What is it?

• What are we going to speak about?

• How do you think what is the theme of our lesson?

While-reading task:

Clothes and Fashion

I’m interested in fashion. I enjoy reading fashion magazines and going to clothes shops, but I can’t afford to buy fashionable clothes. They’re so expensive!

I’ve got two or three special outfits that I wear when I go out, but most of the time I wear leggings and a T-shirt. My friends and I often borrow each other’s clothes. That way we can all wear something new but without spending too much money. Sheila Marple.

Post - reading task:

Task:2 Differentiation by type of task.

More able learners will make sentences reading the text

Less able learners will read twice and write true or false.

Read the text and make sentences true or false for more able learners

1. Sheila never wears leggins.

________________________

2. Sheila likes reading fashion magazines. ___________________________

3. Sheila thinks fashionable clothes are not very expensive

_________________________

4. Madeleine is interested in fashion.

______________________

5. Madeleine loves music.

_____________________________

6. Marina doesn’t buy expensive clothes.

________________________________

More able students read the text and complete the sentences with the correct form in the box

Read the text complete the sentences with the correct form in the box

wears, reading, thinks, interested, loves, buy

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1. Sheila never _______ leggins

2. Sheila likes _______ fashion magazines.

3. Sheila _______ fashionable clothes are not very expensive

4. Madeleine is _______ in fashion.

5. Madeleine _______ music.

6. Marina doesn’t _______ expensive clothes.

Descriptor: A Learner

• Read the text correctly

• write true or false

• works in group

AFL: assessment orally by me with the phrases like well done ! Good for you.

Task:3 Activity: "Rally coach"

-Put the words in the correct order and find adjectives.

Differentiation by teacher's support

More able find adjectives by teacher's support.

Less able learners put the words in the correct order

1.an / she /pink /amazing/bought/dress/cotton

2.can't/these/old/shoes/leather/wear/ugly/I

3.big/have/eyes/you/beautiful/got/green

4 tall/married/yong/a/she/man/handsome

5 they/round/strange/found/small/a/box

Descriptor A Learner

• Use dictionary

• Put the words in the correct order

• find adjectives with some support

AFL: giving feedback orally by peers.

PPT 1

FORMATIVE ASSESSMENT 7

End

5 min

Giving home task: retell the topic students write essay about their style

Self- assessment:

Feedback: "Processor"

I need a lot of help. I need a little help. I understand everything

Core i3 Core i5 Core i7

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

I'm going to support my less able learners using facial expressions,by prompting and give them easier tasks.And one more I'm going to ask more able learners to support for their peers.

And I'm going to challenge the tasks for more able learners using difficult words, doing internet searching

I'm going to encourage my learners using various formative assessment strategies by encouraging them by doing monitoring, checking the task, giving feedback orally by peers and orally by me with the phrases like" Well done ! Good for you!'' after every task

Lesson will be delivered in accordance with health and safety standards

PPT, Tape recorder

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?

Unit of a long term plan

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Lesson title

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

Lesson objectives

Identifying lesson objectives. They may be identical to the learning objectives or be adapted for this lesson in case of long-term learning objectives (if achieving learning objectives requires a few lessons).

Assessment criteria

Develop assessment criteria in accordance with the learning objectives.

Language objective

Identifying language objectives (only for non-language subjects) including the examples of key words and phrases.

Subject-specific vocabulary and terminology.

Useful classroom language for dialogue/writing:

Discussion points:

Can you say why…?

Writing prompts:

Values links

Specifying the values from the integrated curriculum and national and universal values, which the lesson is aimed at instilling.

Instilling values by / through ... (description of the activities and / or content of the topic).

Cross-curricular links

Discuss possible cross-curricular links with a colleague and/or refer to the primary sources

Specify how cross-curricular integration takes place in a lesson (through activities and/or content)

Previous learning

What do the learners already know or what should they know prior to this lesson? (main concepts, facts, formulas, theories)

How can you activate the existing knowledge?

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

At the beginning of the lesson, put an emphasis on the following:

- learner’s attention level

- identifying lesson objectives/learning objectives together with students

- identifying the ‘zone of proximal development’ of students and learning outcomes by the end of the lesson

Middle

Activities aimed at developing knowledge and skills which are related to lesson objectives.

During the lesson, the learners develop knowledge and skills through analysis and information processing, investigation, practice and problem solving.

End

At the end of the lesson, students reflect on:

- what they learned

- what remained unclear for them

- what they need to continue working on

Where possible, students can evaluate their work and the work of their classmates in accordance with the certain criteria

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

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Use this section to record the techniques that you will use to assess what the learners have learned during the lesson.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? 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.

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?

Unit of a long term plan

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Lesson title

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

Lesson objectives

Identifying lesson objectives. They may be identical to the learning objectives or be adapted for this lesson in case of long-term learning objectives (if achieving learning objectives requires a few lessons).

Assessment criteria

Develop assessment criteria in accordance with the learning objectives.

Language objective

Identifying language objectives (only for non-language subjects) including the examples of key words and phrases.

Subject-specific vocabulary and terminology.

Useful classroom language for dialogue/writing:

Discussion points:

Can you say why…?

Writing prompts:

Values links

Specifying the values from the integrated curriculum and national and universal values, which the lesson is aimed at instilling.

Instilling values by / through ... (description of the activities and / or content of the topic).

Cross-curricular links

Discuss possible cross-curricular links with a colleague and/or refer to the primary sources

Specify how cross-curricular integration takes place in a lesson (through activities and/or content)

Previous learning

What do the learners already know or what should they know prior to this lesson? (main concepts, facts, formulas, theories)

How can you activate the existing knowledge?

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

At the beginning of the lesson, put an emphasis on the following:

- learner’s attention level

- identifying lesson objectives/learning objectives together with students

- identifying the ‘zone of proximal development’ of students and learning outcomes by the end of the lesson

Middle

Activities aimed at developing knowledge and skills which are related to lesson objectives.

During the lesson, the learners develop knowledge and skills through analysis and information processing, investigation, practice and problem solving.

End

At the end of the lesson, students reflect on:

- what they learned

- what remained unclear for them

- what they need to continue working on

Where possible, students can evaluate their work and the work of their classmates in accordance with the certain criteria

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

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Use this section to record the techniques that you will use to assess what the learners have learned during the lesson.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? 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.

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?