10 th - Colombia Aprendeaprende.colombiaaprende.edu.co/sites/default/files/... · Lesson lan designed 3 10 RAE th Viviana Andrea Torres Rodrguez IE ANTNI LIARAO Palmira 10 Content:

10GRADE

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LESS

ON

PLA

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Viviana Andrea Torres RodríguezI.E. ANTONIO LIZARAZO

Palmira

Lesson plan designed by:

1

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Fast Fashion

120 min

34

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 session, students will be able to build an album, where they describe and compare different urban tribes, body decoration and clothes.

• To develop reading subskills: Skimming, scanning.

• To identify and describe objects.

• To talk about preferences.

• To identify specific information in written texts.

• To put into practice, the grammatical, lexical and sociocultural knowledge to write short descriptive texts about the topic.


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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:

The previous lesson was focused on the evaluation of the impact of cultural and social practices (piercings, tattoos, extreme sports, and sedentarism) on health. In this lesson students (Ss) will have a chance to use body image vocabulary and expression to talk about costumes as previous knowledge to describe clothes and activi-ties typical of some urban tribes.

Previous grammar topics are related to simple present, countable and uncountable nouns as well as present continuous structure in affirmative, negative and interrogative.

Recognizes general and specific information in written narrative and descriptive texts related to the topic.

Distinguishes expressions related to fashion.Identify basic structures of comparatives and present tense.

Looks for specific information about clothing of different urban tribes.

Writes relevant information about the topic and gives her/his own point of view.

Values and respects his/her partners’ opinion and ways of being.

Evaluates the impact of urban tribes in the Colombian society.


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10Content:

Anticipated problems: Planned solutions

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

Lexical:

Grammar:

Pronunciation:

Discourse:

Sociolinguistic:

Intercultural:

Clothes, accessories:Jeans, T-shirt, shoes, blouse, popular trends, bag etc.Long/short sleeves /sleevelessSide-pocket/Inside-pocketsV-neck/ Round neck - Lowneckline - Hooded - Tight/lose Baggy - Colorful /extravagantStriped, checked, plaid/tartan, patterned, flowery/ floralCotton, leather, silk, fur, denim, woo, suede, linen, rubber, nylon

Fashion expressions:To be trendy/cool/fashionable/unfashionable.To be in fashion.To come into fashion.

simple present- comparatives and superlatives.

Recognize emphasis on short phrases and Intonation in questions.

Oral markers to summarize ideas.Sociolinguistic. Knowledge about the impact of culture and sub-cultures on different contexts.

Valuate cultural diversity.

Provide examples and exercises to work on the new vocabulary.

Create or adapt the material from the ones found on the web or other books different from English Please.

Give examples of how to find the meaning of some words in contexts.

Give examples and exercises to help the students be more confident in the process of writing.

Create study groups or support groups.

Incorporate guided discovery tasks so students have the time to examine the language, refer back to examples so they can finally answer correctly the detailed questions.

The vocabulary about the topic could be difficult for the students.

The readings about the topic could be difficult to find.

Students might want to look for the meaning of each word of the texts in the dictionary.

Students might be reluctant to write.

Students might have different levels of English language proficiency.

Students might get stuck with some new words while reading the text and therefore be unable to find answers to detailed questions.

Warm up

Lead in

Time and Interaction


(10 min)

(10 min)

To prepare students to the provided vocabulary

To identify specific clothing and accessories vocabulary in a short textTo read for specific details.

The Mime: The teacher will write out some words related to the topic (names of urban tribes and vocabulary about clothes: Punks, Emos, Hippies, boots, jackets, glasses, necklace, etc.)

T will Split the class into two teams. One student from each team will be in front of the class and one of them chooses a word from the bag. Both students will mime the word to their teams. The first team to shout the correct answer wins a point.

T-SS 5 minutes

SS-SS 5 minutes

Pair Work10 minutes

The teacher will show students a picture of an urban tribe and will ask them to try to describe their physical appearance, first orally and then in a written way, in pairs, students will share their descriptions. (see appendix 1)

T monitors Ss answers and corrects some pronunciation mistakes.

Stage aims

Stage aims

Procedure

Procedure

Total Stage timing

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Vocabulary Task

(20 min)

To give more input about the new vocabulary. The teacher will give a worksheet per pair where they have to use their previous knowledge of the vocabulary to complete the information making inferences about the unique ways of dressing of each urban tribe presented in the copy. (see appendix 2)

The teacher will monitor the activity and then asks students to share information and find differences to discuss their answers.

Answers will be checked with all the classroom to clarify doubts. For the experience: What are they wearing? (T listens to the answers of Ss and correct if the clothes and accessories are part of the picture) Answer key appendix 3 matching exercise:2-Punks4-Emos3-Heavies1-Gothics

PW 15 minutesSs-Ss 5 minutes

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Reading for specific purpose


(20 min)

To give more information about the topic and starts process of understanding

The teacher will request students to read a text about skaters and floggers urban tribes. (see appendix 3). T hands in this text to each student.The teacher will ask some questions to check general information and generate a discussion in class (see appendix 3).Then she/he will ask students to complete some exercises to focus on specific information (see appendix 4). Ind. 5 minutes

T/Ss 5 minutesInd. 10 minutes

Stage aims

Procedure

Writing task


(15 min)

To guide students in the written process.To express their opinion in written form

Once Ss read the text, in pairs they will complete a chart about their own style, (see appendix 5).

Then, Ss write a small paragraph in the same pairs using the information from the chart, where they describe their usual clothing, hair style, and what they do in their free time.

Pair work 5 minutes

PW 10 minutes

Stage aims

Procedure

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Summarizing and Note taking


(25 min)

To review the use of simple present form and explain simple past tense.

Using the student’s production (writing task), the teacher will review the use of simple present.Then, using the chart of information about skaters and floggers, the teacher will explain the comparatives and superlatives structures. Later on, the teacher will give students some exercises to practice the writing section in their notebooks. Ex:

Complete the sentences with the correct comparative or superlative form. Use the following adjectives: modern, cool, popular.1.Reggaeton is ____ than Rap.2. Punks are the ____ people in the world. 3. Breakdancing is ____than hip hop. T monitors answers of Ss. Answers are free according to Ss’ opinions.

T-Ss 5 minutes

T-Ss 10 minutes

Ss-Ss 10 minutes

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Reflection

Materials Needed


(20 min)

To summarize what students have learned about urban tribes

Students will create an album:In groups of 4-5 Students will choose two urban tribes and will describe their body decoration and cloches. They will complement the descriptions with pictures and finally they will compare the urban tribes’ description with another group next to them.Ss will write a short reflexion about the topic. To guide the reflexion, Ss can answer questions like:

- What do you think about urban tribes? - Do you consider them a problem for society? Why?- Do you like a particular urban tribe? If yes, what do you like the most about it?

GW 10 minutes

WH 10 minutes

Stage aims

Procedure

1. Video beam or poster with the urban tribe picture2. pictures, scissors, glue, markers, colours worksheets, notebooks, dictionaries3. Appendix 1 (18 copies for 26 Ss) 4. Appendix 2 (18 copies for 26 Ss)5. Appendix 3 (36 copies for each Ss) 6. Appendix 4 (6 copies for groups of 4 people)

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APPENDIX 1Look at the picture and try to describe what they are wearing.

Taken from: https://ejemplosde.info/tribus-urbanas-de-mexico/

APPENDIX 2

URBAN TRIBESComplete the word-search and then use the words to describe at least five characters from the picture.

What are they wearing?1. ___________________________________________________________________2. ___________________________________________________________________3. ___________________________________________________________________4. ___________________________________________________________________5. ___________________________________________________________________

Match with a line the description to the name of each urban tribe

Information taken from: http://desadolescencia.blogspot.com/2015/05/las-tribus-urbanas.html

Worksheets and other appedixes

SCHOOL

URBAN TRIBES

DESCRIPTIONS1. They wear black clothes of leather, spiked accessories and religious

elements for example

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General information questions:

What kind of information ca you find in the two texts?Why do you think skaters and floggers are classified into urban tribes? Do you like any activity from the ones that skaters and floggers do?What kind of music do you listen? Do you like techno music? Yes/No Why?

Reading taken from: English, please! Fast track 10th grade. (2016) Ministerio de Educación Nacional Bogotá D.C. – Colombia

Appendix 3


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Appendix 4

Write if the following statements are true (T) or false (F), then correct the false statements.

chart taken from English, please! Fast track 10th grade. (2016) Ministerio de Educación Nacional Bogotá D.C. – Colombia


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Appendix 5

Complete the chart with your own information, then write a paragraph describing your own style.

Taken from: English, please! Fast track 10th grade. (2016) Ministerio de Educación Nacional Bogotá D.C. – Colombia

Documents

10 th - Colombia Aprendeaprende.colombiaaprende.edu.co/sites/default/files/... · Lesson lan designed 3 10 RAE th Viviana Andrea Torres Rodrguez IE ANTNI LIARAO Palmira 10 Content: