grae - colombia aprendeaprende.colombiaaprende.edu.co/sites/default/files/nas... · 2018. 12....

10GRADE

th

LESS

ON

PLA

N

Eliza Fernanda del Socorro Chala BravoI.E. GABRIEL GARCIA MARQUEZ

Neiva

Lesson plan designed by:

1

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Sustainability: Fast Fashion

90 min

40

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

By the end of the lesson learners will be better able to express opinions in oral texts on the topic of Fast Fashion.

• To revise and expand vocabulary related to fashion.

• To gain practice using expressions of opinion.

• To develop listening subskills: listening for gist, listening for specific information.

• To participate in short dialogues about fast fashion.


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Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

This should be the fourth lesson of the module. Previously, students should have revised vocabulary related to clothing and accessories. They should know some adjectives to describe clothes mentioned in the curriculum contents.

Regarding to language structures, students should know about present and past simple, future simple, verb to be, possessive adjectives, yes/no questions, WH questions and modals like should and can.

Also the students should be able to talk about likes and dislikes as well as simple vocabulary of clothes.

Distinguishes vocabulary and expressions related to fashion.

Identifies the fashion’s impact on young people.

Recognizes expressions to give an opinion.

Shares his/her opinion about fast fashion orally.

Asks and answers questions in a survey addressed to students on fashion preferences and beliefs using understandable pronunciation.

Identifies general and specific information related to fashion in oral texts.

Values and respects the opinion of others.

Actively participates in class activities.

Identifies some personal strategies to understand oral texts and produce short messages in English.

Understands the importance of trying to communicate using English language.


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10Content:

Anticipated problems: Planned solutions

(lexical, grammar, pronunciation, discourse, sociolinguistic / intercultural)

Lexical:

Grammar:

Sociolinguistic / Intercultural:

Present simple- Past simple- Future simple- Yes/no questions / WH questions- Modals: should, can

Valuation for cultural diversity- Knowledge of the impact of culture and social and historical contexts- Skills to analyse and interpret information

Make a review of vocabulary and expressions related to fashion before the listening exercise.

Give students the necessary input to carry out speaking activities and support them when they need it.

Read the audio scripts and in the case of the song, play it using a wireless speaker if you have this possibility, if you don’t, read it in a creative way.

Write on the board a list of useful words in a clear and an attractive way.

Students could have problems to understand specific vocabulary and expressions about fashion.

Students will avoid speaking in English and they will try to do these kinds of activities in Spanish.

There could be a power cut and the teacher needs to use an electronic device (speakers).

Students could need to remember the vocabulary about fashion to do speaking activities.

Fashion Vocabulary Expressions about fashion Expressions of opinion

- Jeans, t- shirt, shoes, blouse, etc.

- Long/short sleeves/ sleeveless/side-pocket/inside-pockets/V-neck/round-neck/tight-lose/baggy/colourful/extra-vagant

- Striped, checked, plaid, patterned, flowery

- Cotton, leather, silk, fur, denim, wool, linen, rubber

- Model/supermodel, designer, hairdresser, tailor, street market clothes.

- To be trendy / cool / fas-hionable / unfashionable / stylish

- To be in fashion- To go out of fashion- To wear designer labels- To be interested in

fashion- To spend money on clo-

thes / buying clothes

- In my opinion- I think- To me

Warm up

Time and Interaction

(15 min)

Revise vocabulary related to clothes and accessories.

T starts the lesson by telling Ss that they will play a game to revise vocabulary related to clothes and accessories. T reminds Ss that vocabulary had been studied in the previous lesson.

T says they will play a bingo game (see Appendix 1). In this game, Ss will work in groups of minimum 7 and maximum 13 people. Each group will be given 6 cards (if the group has more than 6 people, give one card per pair inside the same group) and a bag with 24 words. One student (bingo caller) from each group will call out items of clothing and accessories taken out from the bag. The rest of pupils will check if they have a matching picture on their bingo card, if they have it, they should cross it out. When a student has crossed out all nine items of clothing and accessories, they should shout “bingo”.

When a student shouts “bingo”, he/she should say all the words on his/her card aloud. The bingo caller will check that the words are the ones he/she has already called out. If the words are correct the student will win the round. If not, the game continues.

In the case that the time is over before finishing the game, the winner will be the student with the largest number of pictures crossed out.

Meanwhile, T will monitor students’ work in each group.

After the bingo game, T will check words’ pronunciation and meaning.

T-SsWC

2 min

S-SSGW

12 min

T-Ss / WC1 min

Stage aims

Procedure

PRE - LISTENING

Total Stage timing


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Lead-In

(6 min)

Contextualize the content of the listening activity.Elicit predictions about the recordings.

T-SsInd.

3 minSs-ssPW

3 min

T writes on the board ten famous designers’ labels. After, he/she gives each student a chart with different logos (see Appendix 2). Ss should match the logo with the corresponding label.

T asks Ss what those labels are and if they care about wearing clothes and accessories with those designers’ labels. Ss will share ideas in pairs and after with the rest of the class voluntarily (T will allow only two interventions).

Stage aims

Procedure

PRE - LISTENING

Total Stage timing


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Listening for gist


(10 min)

Foster the development of sublistening skills: listening for gist

T plays the audio recording of a conversation between three friends giving their opinion on pairs of sunglasses. Ss listen to the audio recording and answer three questions about it:

If T cannot play the audio recording, he/she can read the script trying to change voices for the different speakers. The script is found in the English, Please! 2 - Teacher’s guide book page T54 available at http://aprende.colombiaaprende.edu.co/es/node/88205 or in (Appendix 3).

- What did the three friends discuss about? - What was the main difference between Tom’s and Mark’s accessories?- What did Leanne think about Tom’s and Mark’s accessories?

(The audio recording and its script are available in the English, Please! 2 CD, track 17 and the teacher’s guide book page T54 respectively.: http://aprende.colombiaaprende.edu.co/es/node/88205

After listening to the conversation, T asks Ss to share their answers with the whole class.

T-SsInd.

7 min

Ss-SsWC

3 min

Stage aims

Procedure

WHILE - LISTENINGTotal Stage

timing


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Listening for specific information


(10 min)

Foster the development of sublistening skills: listening for specific information

T plays again the audio recording. T gives Ss a copy of a listening worksheet (see Appendix 4). First, Ss should identify who says some specific information. After, Ss should complete some sentences according to what they listen. Finally, Ss should decide if some sentences are true or false.

Answer key: 1) a. Mark / b. Mark / c. Tom / d. Leanne / e. Leanne2) a. Market / b. $ 200 / c. quality / d. Tom / e. jeans 3) a. False / b. False / c. False / d. True / e. True

SsInd.

10 min

Stage aims

Procedure

WHILE - LISTENING

Total Stage timing


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Speaking task 1


(10 min)

Empower learners by using them to provide additional input related to the target language of the module

T will ask Ss to make pairs, after he/she will give them two pictures (see Appendix 5) in order to share opinions about the influence that fashion has on the people shown in the images. T will write some questions on the board to guide the discussion:

- What are the people in the pictures wearing?- What do you think about the outfits those people have?- Do those people’s styles fit with you? Why? Why not?- How is your clothing style?- How do you think fashion influences people’s behaviour?

T will monitor students’ oral production in each group.

Ss-SsPW

10 min

Stage aims

Procedure

POST - LISTENINGTotal Stage

timing


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Preparing speaking task 2


(17 min)

Provide students the opportunity to collect information for doing an oral presentation.

T will ask Ss to complete a survey (see Appendix 6) in pairs. For doing this, each pair should walk around the classroom and ask 10 classmates the survey questions in order to register their answers.

T will say Ss that with the collected information they should prepare an oral presentation by showing a statistics graph and a concrete analysis of the obtained results. This presentation will be done next class.

Ss-SsPW - Mingle

10 min

Ss-SsPW

7 min

Stage aims

Procedure

POST - LISTENING

Feedback


(10 min)

Promote self and peer correction.

T will ask each pair how they think their performance was and make emphasis on the positive aspects students mention about their work. T will give pupils positive reinforcement which helps them to improve their performance.

T will ask Ss to tell their peer one thing that he/she did well. T-Ss

8 minSs-SsPW

2 min

Stage aims

Procedure

POST - LISTENING

Total Stage timing

Total Stage timing


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Wrap up


(12 min)

Foster reflections about the lesson.

T will ask Ss to write in a piece of paper information about what they knew, what they learned and what they want to learn (KLW). After, T will divide the whole class into two groups (located one in front to the other). Then, T will ask them to make a ball with the paper and throw it to their classmates located in front. Ss will pick up one paper ball and voluntarily they will read aloud what it is written in the paper. The purpose is to share reflections about the lesson with all the class.

Finally, T tells Ss that next class they should be ready to make the oral presentation about the results from the class survey.

Stage aims

Procedure

Total Stage timing

ind-GW 10 min

T-Ss 2 min.


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Materials Needed

1. Speakers or CD recorder2. Audio recording from the book English, please! 2 (track 17)3. Audio script from the book English, please! 2 – Teacher’s guidebook (page T54)4. Copies of Appendix 1 according to the number of groups the teacher organizes.

(There are six cards in each photocopy)5. Copies of Appendix 2 according to the number of students in the classroom. (There

are three charts in each photocopy) 6. Copies of Appendix 4 according to the number of students in the classroom.7. Copies of Appendix 5 according to the number of students in the classroom.8. Copies of Appendix 6 (one per each pair). (There two surveys in each photocopy)


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BINGO CARDS – WARMING UP ACTIVITYThe complete bingo game was taken from https://www.teach-this.com/images/resources/clothes-bingo.pdf

Words to take out from the bag: jacket, shirt, socks, trainers/sneakers, dress, suit, dressing gown, coat, T-shirt, skirt, jeans, scarf, gloves, shoes, belt, blouse, boots, hat, jumper/sweater, shorts, pyjamas, cap, trousers/pants, slippers.

Appendix 1


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10DESIGNER’S LABEL CHART – LEAD IN ACTIVITY(Adapted from https://en.islcollective.com/resources/printables/worksheets_doc_docx/famous_designer_la-bels/fashion--clothes/37557)

Appendix 2


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Appendix 3

Mark: Hi Tom. I like your sunglasses.Tom: Thanks.Mark: Look, they’re the same as mine!Tom: Oh, are yours Dolce & Gabbana too?Mark: Dolce & Gabbana? No! I bought them at the market.Tom: What?? Then no, they aren’t the same!! These cost over $200!Mark: Really? But they look just the same as mine!Tom: No! Yours are totally different from mine!Mark: What’s so different about them? They’re the same shape, they’re the same style, they’re stylish and fashionable …Tom: No. The shape is different. The material is better quality. Everything is different!Mark: Let’s ask someone else what they think. Hey, Leanne.Leanne: Hi Mark. Oh, hi Tom! You guys are wearing the same sunglasses! How funny.Mark: Hahaha. Now, can you guess which ones cost $200 and which ones came from the market?Leanne: Mmm … I think … Tom — yours came from the market!Tom: What??Leanne: Only kidding. Yours are the expensive ones. But I only know that because last week you told me that you spent $300 on a pair of jeans. You like expensive things. To me, both your pairs of sunglasses look the same.

Script taken from: Please! 2 - Teacher’s guide book page T54 available at http://aprende.colombiaaprende.edu.co/es/node/88205

AUDIO SCRIPT – LISTENING FOR GIST


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10Appendix 4

1. Who said? Write in front of each sentence the name of the person is talking (Mark, Tom or Leanne) according to what you listen.

a. They look just the same as mine! ___________b. They’re stylish and fashionable. ___________c. Everything is different! ___________d. I think… Tom- yours came from the market! ___________e. To me, both your pairs of sunglasses look the same. ___________

2. Listen again and complete the sentences. (Exercise taken from the book English, please! 2 page 54).

a. Mark bought his sunglasses at the _______________b. Tom’s sunglasses cost over __________________c. Tom says that the material is better ______________d. At first, Leanne says that _______’s sunglasses came from the market.e. Tom bought some expensive ___________ last week.

3. Decide if the following sentences are True (T) or False (F).

a. Tom’s sunglasses are Versace. ( )b. Mark’s and Tom’s sunglasses are the same price. ( )c. Mark thinks sunglasses are different shape. ( )d. Leanne jokes about Tom’s sunglasses. ( ) e. Leanne knows Tom spends much money in expensive things. ( )

LISTENING WORKSHEET – LISTENING FOR SPECIFIC INFORMATION


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SPEAKING TASK 1 – PICTURES TO SHARE OPINIONS

Appendix 5

Image taken from: https://nypost.com/2018/01/12/are-skirts-the-next-mens-fashion-trend/

Image taken from: https://www.elespanol.com/corazon/estilo/moda/20170217/194510560_3.html


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CLASS SURVEY – PREPARING SPEAKING TASK 2

Appendix 5

(Questions adapted from https://www.questionpro.com/survey-templates/fashion-attitudes/)

QUESTIONS ST 1 ST 2 ST 3 ST 4 ST 5 ST 6 ST 7 ST 8 ST 9 ST 10

1. Do you buy clothes you like, regardless of current fashion?

2. Do you buy new fashion looks only when they are well accepted?

3. Are you more concerned about fashion than modest prices and comfort?

4. Do you think yourself is reflected by what you wear?

5. Do you plan your wardrobe carefully?

6. Would you like to buy well-known designer labels clothes?

grae - colombia aprendeaprende.colombiaaprende.edu.co/sites/default/files/nas... · 2018. 12....

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