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Investigating the resources and processes involved in manufacturing clothes
Материал жайлы қысқаша түсінік: This short-term plan is written for the teachers of 11th grade. What is important, it is formulated in accordance with the updated curriculum of education. This lesson plan is helpful for the teachers who will conduct a lesson about the production of clothes.
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Short-term plan
Term 3. Unit 3B. Discussing fashion (Content with language)School:
Date: Teacher’s name: Gaziza Yeltuzerova
CLASS: 11Number present: absent:
Investigating the resources and processes involved in manufacturing clothes
Aim of professional development: forming and developing the communicative competence of students with the help of creative tasks
Learning objectives(s) that this lesson is contributing to 11.S3 explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics;11.C9 use imagination to express thoughts, ideas, experiences and feelings;11.L5 recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics.
Lesson objectivesAll learners will be able to:
  • explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics with some mistakes;
  • identify the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics.


  • Most learners will be able to:
  • explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics with a few mistakes;
  • identify the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics.


  • Some learners will be able to:
  • explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics no mistakes;
  • identify the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics.
  • Assessment criteria
  • Learners work with a new terminology and match the words with their definitions;
  • Learners make notes while listening and say what they found interesting or surprising in the video;
  • Learners formulate steps of investigating the resources and processes involved in manufacturing a national dress;
  • Learners work collaboratively and give extended short speech on a topic.




  • Language objectives




    Fertilizers, herbicides, insecticides, fiber, a faded look and a distressed look
    Value linksDeveloping students responsibility on the roads and social skills
    Cross curricular linksGeography, designing technology
    ICT skills Active board
    Previous lesson













    Plan
    Planned timingsPlanned activitiesResources
    Beginning2 min



    3 min







    5min





























    Middle





























    20 min









































































    5 min











    Greeting. Then T introduces the lessons and learning objectives.

  • Warm – up: “would you rather …?” (IW)
  • Ss should answer “would you rather …?” questions.

  • Lead-in: “mind-map” (GW)
  • Task 1. T encourages students to make up two lists of opportunities for people, who keep up with the latest fashion and disadvantages for those ones who are not slaves to fashion trends. Then, each group read out what they have written. Feedback: T gives sweets to each group.

  • Group division
  • T divides students into two groups:
  • Armani jeans;
  • Versage jeans.




  • Pre-listening stage: (IW)
  • New vocabulary: fertilizers, herbicides, insecticides, fiber, a faded look and a distressed look.Task 2. In order to comprehend a new terminology; Ss have to work with an exercise where they match a new terminologies with their definitions.

    Differentiation by success criteriaDifferentiation by resource
  • While-listening stage: (IW)
  • T shows learners a video about how jeans are made and can be recycled. The video argues that jeans are very valuable.T plays the video From Crop to Swap: Jeans Journey twice.Task 3. Learners have to make notes while listening and watching a video. Then learners should say what they found interesting or surprising in the video.Comprehension Checking Questions (CCQs)” T asks some questions to check Ss’ understanding of the video.





  • Post-listening stage: (GW)
  • Task 4. Ss are to make a project on topic of the lesson. In class, they should describe the stages:
  • investigating the resources and processes involved in manufacturing a Kazakh traditional woman’s dress;
  • investigating the resources and processes involved in manufacturing a Kazakh traditional man’s dress.
  • Then write all main information on a flipchart. Feedback: T gives to each group special cards with appraisal words. With the use of one appraisal word on these cards, one representative from each group gives a feedback.Realization of APDDifferentiation by the roles within groupsDifferentiation by outcome

    Extra class:

  • Strategy: “keep talking” (GW)
  • Task 5. T gives each group two pictures. In turn, Ss say a sentence describing the picture. One by one, they say more sentences about the picture until nobody can think of any more.Feedback: T gives round cards with particular amount of points.Realization of APDTeacher assessment: T assesses the group work of students by saying their strong&weak sides.















    PPT, Slides 1-5





    App1



















    Slide 6



























    App2

    App3





    Slides 7-9





















    Slide 10





    Special stars





















    Slide 11

























    Slide 12
    End

    5 min
    Reflection T hands out small cards with questions:
  • Have you had enough time to complete the tasks? Why/why not?
  • Give three reasons this lesson have been useful for you;
  • Which task have been the most difficult/the easiest for you? Why?
  • Do you feel prepared to use received information in a real-world situation? Give reasons
  • What do you think have we reached the aims of the lesson? How?
  • Hometask: Revising all new words and terminology





    Slide 13











    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 students’ learning?Cross-curricular linksHealth and safety checkICT linksValues links
    Challenge and support for different learners are built in through teacher monitoring, interaction and the format of the tasks and the lesson. Teacher monitoring: the teacher can help learners with content and language if need be, and challenge learners through language, and the use of learning skills throughout the lesson as necessary. Interaction: Group work allows both stronger and weaker learners to make contributions at their own language level. It also gives weaker learners the chance to prepare answers which address the task directly and which are linguistically correct. Task format: Learners can contribute at their own language level for this activity, as it is relatively open-ended.

    Opportunities for formative assessment are embedded in this lesson. Learners and teacher gain feedback on learners’ abilities to plan, organise, cooperate, respect different opinions and solve problems as they work in groups. The designing and solving of definitions provides evidence of learners’ understanding of content and their ability to use language to explain it.Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson features reflect NIS values as suggested in the NIS Trilingual Implementation Strategy, and correlate with the aims of critical and creative thinking, and effective communication set out in the Subject Programme for G8 English.
    Reflection

    Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? 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 evaluationWhat two things went really well (consider both teaching and learning)?

    What two things would have improved the lesson (consider both teaching and learning)?



    What have I learned from this lesson about the class or individuals that will inform my next lesson?



































    APPLICATION 1Would you rather..?Visit the doctor or the dentist?Eat broccoli or carrots?Watch TV or listen to music?Own a lizard or a snake?Have a beach holiday or a mountain holiday?Be an apple or a banana?Be invisible or be able to read minds?Be hairy all over or completely bald?Be the most popular or the smartest person you know?Make headlines for saving somebody's life or winning a Nobel Prize?Go without television or fast food for the rest of your life?• Be handsome/beautiful and dumb or be ugly and really smart?Always be cold or always be hot?• Eliminate hunger and disease or be able to bring lasting world peace?Be stranded on a deserted island alone or with someone you don't like?See the future or change the past?Be three inches taller or three inches shorter?Wrestle a lion or fight a shark?

    APPLICATION 2



  • A fertilizer - is a natural or synthetic, chemical-based substance that is used to enhance plant growth and fertility;
  • An herbicide - is a chemical substance used to control or manipulate undesirable vegetation, especially weeds. Herbicides are extensively used in gardening, farming, and landscape turf management;
  • An insecticide - is a chemical substance that is used to kill insects;
  • A fiber - a leather like material made by compressing layers of paper or cloth;
  • A faded look – is a look having been lost freshness or depth of color;
  • A distressed look - something distressed is a pair of jeans that have been faded and holes have been added for style purposes.










































  • APPLICATION 3



    Материалды жүктеу (Скачать)
    Авторы:
    Елтузерова Ғазиза Рахманқұлқызы
    Жарияланған уақыты:
    2020-03-24
    Категория:
    Шет тілі
    Бағыты:
    Ашық сабақ
    Сыныбы:
    11 сынып
    Тіркеу нөмері:
    № C-1585061336