Киім өндірісіндегі ресурстар туралы ашық сабақ, 11 сынып

Short-term plan

Term 3. Unit 3B. Discussing fashion (Content with language)

School:

Date:

Teacher’s name: Gaziza Yeltuzerova

CLASS: 11

Number 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 objectives

All 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 links

Developing students responsibility on the roads and social skills

Cross curricular links

Geography, designing technology

ICT skills

Active board

Previous lesson

Plan

Planned timings

Planned activities

Resources

Beginning

2 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.

Descriptor

work with a new terminology and match the words with their definitions;

make notes while listening and say what you found interesting or surprising in the video;

formulate steps and present main information on investigating the resources and processes involved in manufacturing a national dress;

take equal positions in group and as a member do a particular work.

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 criteria

Differentiation 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 APD

Differentiation by the roles within groups

Differentiation by outcome

Extra class:

Descriptor

use creative ideas to define a picture;

work collaboratively and give extended short speech on a topic;

speak with appropriate vocabulary and structured sentences.