Разработка урока по теме "Мода" по УМК В.П. Кузовлева. 8-й класс

Разделы: Иностранные языки

Класс: 8

Objectives:
By the end of the lesson the students will be able to: express teenagers’ opinions on fashion.
Aims:

Linguistic:

  1. To gain further practice in transforming the content of the text to their own experience.
  2. To develop speaking skills on the topic “British teenagers’ attitude towards fashion.

Cognitive:

  1. To increase pupils’ attention and concentration span.
  2. To develop logical thinking.
  3. To develop imagination.
  4. To develop long-term memory.

Social:

  1. To learn to listen to others.
  2. To encourage social interaction in pair and group work.

Educational:

  1. To raise their awareness of British teenagers’ opinions on clothing and fashion.

Relevance to:

  1. Pupils’ needs: the activity is interesting and meaningful.
  2. Level of cognitive development: concrete things, exposed language with the ZPD.

Focus on communication:

  1. A real need and desire (meaningful activity)
  2. To use the target language.
  3. Opportunities to experiment with the language (steps for creativity).

Support:

  1. Visuals (pictures, cards, sets of clothes, hands-outs)
  2. Cassette.
  3. Phrases to praise a child:
Super!
Good job!
Well done!
Excellent!		  I knew you could do it!
 Great!
 Nice work!
 How smart! 		 Hip! Hop! Hurray!
That’s correct!
Fantastic job!
You’re the tops!

Designing a Sequence of Speaking Activity

English-8
Pupil's Book p. 167

Topic: “Fashion”

Teacher does Learners do

Controlled Activity
1. Introduction (greets the pupils)

Good afternoon, boys and girls!
Nice to see you. Sit down, please.
Look at the blackboard and guess what we
are going to speak about at the lesson. Yes, you are right.

2. Organizes work with the class and asks questions.

  1. Is it a good or bad taste to be influenced by trend?
  2. What styles of clothing can you see on the posters?
  3. Which of these clothes would you wear if you were invited to the disco?
  4. Do you like my suit? Is your one more fashionable?
  5. Do you like to dress up?
 1. Greet the teacher and try to guess the topic of the lesson.

 

 


2. Answer the questions, express their own opinions.
3. Organizes group work to check the home task:

a) asks pupils(group 1) to work with the cards, does one as an example;
gives students some time to prepare, monitor, checks students’ work, corrects any mistakes.

 

 

b) asks pupils (group 2) to work in pairs to say in brief about Phil’s attitude towards fashion (the game “snow ball”)
gives students some time to prepare, monitor, prompt, help with vocabulary.

 3. a) Match the words to complete the phrases, read them and make up sentences with the phrases (if have extra time)
1. to enjoy
2. to like
3. to prefer
4. it’s important
5. when I’m up
6. to feel		  a) you are individual
b) hand-made clothes
c) to follow fashion
d) wearing stylish clothes
e) to look smart and
Attractive
f) with trend

  b) Work in pairs to make summary according to the logical scheme:

  1. Phill … .
  2. I think/ don’t think it’s good to … .
  3. First … .
  4. Second … .
  5. Besides … .
  6. That’s why … .

Guided Activity
4. Reading:

a) Puts students in pairs, asks them to read text 2 (find out Tracey’s attitude towards trend, find English equivalents, answer the questions, do the tasks on hand-outs).

 


b) Monitors and checks that students are doing correctly. Does a brief feed back, and correct any errors.

 4. Read the text, do the tasks:
a. find the equivalents (work in pairs)
  1. не заботится, не обращает внимание на то, что носит;
  2. покупает одежду;
  3. предпочитает повседневную одежду;
  4. не прокалывает уши;
  5. (не) демонстрирует независимость

b. fill in the gaps in the sentences (use the words

from the box)

  1. Tracy … what she wears.
  2. Her Mum … clothes for her in a … … .
  3. They cannot … wearing … outfits.
  4. She … casual things – jeans, T-shirts, and … … sweaters.
  5. It’s a problem for her to … … of jeans, into something more … .
  6. She doesn’t … her ears or has cut her hair into a strange shape to … … her independence and feelings.

c. Answer the questions to each other.

  1. What clothes does Tracy prefer?
  2. What is Tracy’s Mum attitude towards fashion?
  3. What group does Tracy’s brother most probably belong to?
5. Listening:
a) Pre-Listening
Asks students to look through the phrases
and guess which two of them are the most
important for Katherine?
Puts the cassette (English 8, P. Book p.167)

 

 

 

 

 

 

b) While-Listening

Gives students some time to read the statements. Before students work in groups, asks them to listen to the recording again and

write “true” or “false”.

 

 

 

 

c) Post– Listening

Notes how well students understood the recording, refers back to the recording if necessary.

 1. Look through the expressions, read them and check whether their predictions are correct. start as:

a. Really fashionable
Spends a lot of time on talking about fashion
Feels left out sometimes
Looking clean and tidy
Traditional in design
Following fashion doesn’t mean
Go out of fashion
start as:
b) I think …
I’m sure …
To my mind …

2.
a) Listen to the recording about Katherine’s opinion on clothing and check their answers.

b) When students are ready, they listen to the recording again and check whether their answers are correct.

  1. Fashion is not very important for Katherine’s classmates.
  2. Teenagers are going to spend a lot of money on clothes.
  3. Her friends thinks she is trendy.
  4. Looking clean and tidy is more important then looking stylish.
  5. Katherine prefers clothes which are classical in design.
  6. Following fashion means having a good taste.
  7. If she had a lot of money she would buy some interesting things.

3. Groups share their answers in a brief class discussion and answer the questions to practice their speaking.

  1. Is fashion important for Katherine’s classmates?
  2. Why does Katherine feel left out sometimes?
  3. What is more important for Katherine in clothing?
  4. What does it mean for her to have a good taste?

Free Activity
6. Speaking
Asks students to work in groups (Phil, Tracy, Katherine) to make a poster on teenager’s clothing, or let them doing individually then checks. Gives extra words if necessary, listens to the presentation and evaluates.		 6. Choose a card with a teen’s name, takes items of proper clothing.
Work in groups, present their posters.
Listen to the groups’ presentations.

The End

7. Evaluates the work of each group. Says the total score.
8. Gives home task with comments.
Essay: “My attitude towards fashion.”		 7. Listen to their marks and comments. Share their opinions.
8. Write the home task.