CATANDICA SECONDARY SCHOOL
DATE: 08 OF MAY, 2024
COLLEAGUE’S NAME: JOSEPH MAPFURIRA
SUBJECT: ENGLISH
UNIT:3. THE FAMILY AND FRIENDS
TOPIC: CLOTHES
SPECIFICS OBJECTIVES: BY THE END OF LESSON STUDENT MUST BE ABLE TO:
DRAW THE CLOTHES
MENTION TYPE OF CLOTHES;
READ THE TYPE OF CLOTHES.
DURATION: 45 MIN
TEACHING AIDS: CHALKS, BOARD, BOOK, EXERCISE BOOK AND PEN
DIDACTICMATERIAL: PICTURE OF CLOTHES
NUMBER OF STUDENTS: 70
GRADE: 7a
CLASSE: A
TIME ACTIVITIES OF METHODS SKILLS
STAGES CONTENTS TEACHER STUDENTS
Registration. Does the Answer the Speaking
Revisions of previous lesson. registration registration.
5' Brief discussion about topic. What is Leads the Do the revision Common listening
the clothe used for school? revision and and discuss elaboration
WARM UP discussion
CLOTHES: Writes the topic Copy the topic
Shirt , skirt, dress, hat, shoes, pants, trouser,etc on the board on book
Pair attention Speaking
Shows the Contribute with
didactic material their ideas Listening
25'
Present the
PRESENTATION Explains the doubts to teacher. Common Reading
topic elaboration
Writing
Leads the
student’s ideas.
Gives feedback
Exercises Writes the Copy the Speaking
Mention 5 types of clothes that did exercises on exercise
10 you learn. board Do the exercise Listening
Explains the
PRACTICE exercises Individual Reading
work
Writing
Correction Leads the Correct the
Shirt , skirt, dress, hat, shoes correction of exercises on
Home-work exercises the board Speaking
Leads the Correct the
Draw one clothe that you like correction of exercises on Listening
exercises the board
5 Writes the Copy the Common Reading
home-work home-work elaboration
Explains the Pair Writing
home-work attention on
PRODUCTION Gives the
feedback explanation
about topic. Present
doubts
Observed Lesson 3 and comments
1. Introduction and Engagement:
The lesson started with a lively and engaging warm-up activity where students discussed their favorite outfits and seasonal clothing. This
personal connection immediately grabbed their interest and set a positive tone for the lesson.
He effectively used visual aids, such as images of different types of clothing and accessories, to stimulate discussion and provide a clear context
for the vocabulary that was introduced. This visual approach was particularly helpful in making the topic relatable and understandable.
Suggestions for Improvement:
To further engage students from the start, consider incorporating a brief fashion show or a "guess the clothing item" game. This could add an
element of fun and curiosity, further drawing students into the topic.
2. Vocabulary and Concept Introduction:
He introduced a comprehensive range of clothing-related vocabulary clearly and effectively. Using realia or actual clothing items to illustrate
each term was particularly engaging and provided a tactile learning experience.
The categorization of clothing by type (e.g., casual, formal, seasonal) helped students to organize and remember the new words. This method
supported their ability to make connections between vocabulary and real-world contexts.
To reinforce vocabulary learning, you could have students create their own "clothing catalog" or participate in a quick interactive activity where
they match words to images or descriptions. This could further solidify their understanding and retention of the new terms.
3. Interactive and Practical Activities:
The role-playing activity where students acted out shopping for clothes and describing what they or others were wearing was very successful. It
allowed students to practice using the vocabulary and sentence structures in a practical, real-world context, enhancing their speaking skills.
The "Fashion Designer" project, where students designed and described their outfits, was an excellent idea. It fostered creativity and personal
expression while providing a meaningful context for practicing descriptive language.
To ensure all students are equally engaged, consider integrating a group activity where students collaborate to plan outfits for different occasions
or seasons.
He effectively integrated grammar into the lesson by focusing on useful phrases and structures related to describing clothing (e.g., “She is
wearing...”, “This dress is...”). Providing clear sentence structures and example sentences made the grammar accessible and relevant.
The guided practice where students formed sentences to describe what they or others were wearing helped reinforce their understanding of both
vocabulary and sentence formation.
