Names of participants in group: Date:

Dixon, Vladimir, Gyulsanem

TEPT FINAL PROJECT OUTLINE

Part 1: Context and Rationale

1. General information: Identify your onte!t.
Title of "ro#et:
All about my country

A$e of %tudent%:
Preteens !1"1#$

Lan$ua$e le&el of %tudent%:
%o& to 'oderate

Amount of time you meet "er 'ee(:
(p to ) times, from *+ minutes !,erbia and (-be.istan$ to 1 /our !'alaysia$ eac/ time

Ot)er rele&ant information:
0asically #1
st
century s.ills can be applied1 %earners are based on preteens in ) countries,
'alaysia, ,erbia and (-be.istan1 2/e demograp/ic of learners &ill be a mixture of
3uropeans, C/inese, 'alay and 'alaysian Nati4es !%unba&ang$1 All learners do not spea.
3nglis/ as t/eir mot/er tongue1

*. Pro#et +e%ri"tion: +e%ri,e your "ro#et-,a%ed learnin$ e!"eriene.
.)at i% your main "ur"o%e and $eneral rationale for im"lementin$ t)i% "ro#et-,a%ed
learnin$ e!"eriene/
2/e purpose of t/is pro5ect is to enable students to learn about t&o countries &/ic/ are distant
from t/eir o&n country1 2/e assumptions is t/at most students do not .no& muc/ about t/ese
countries and t/at t/is &ill be a golden opportunity for t/em to learn interesting aspects of
t/ese nations and be lin.ed to t/eir peers in t/ese countries t/roug/ 4arious pro5ect acti4ities1
6n addition to cultural issues, t/is pro5ect &ill /a4e a linguistic aspect as &ell and it &ill
primarily deal &it/ 4ocabulary building1 2/e 4ocabulary &ill include &ords related to
geograp/ical features, customs, lifestyle1 2/ese &ords can be applied for describing any
country in t/e &orld, but t/ere &ill be t/e 4ocabulary specific exclusi4ely for t/e gi4en
countries1
2/erefore, t/e goals of t/is pro5ect are:
!1$ to promote multiculturalism
!#$ to get students ac7uainted &it/ anot/er to&n8city8country
!)$ to impro4e #1st century s.ills !collaboration, communication, critical t/in.ing and use
of tec/nology$
!*$ to get students in4ol4ed in t/e pro5ectbased learning
!+$ to impro4e language proficiency
!9$ to impro4e students: recepti4e s.ills t/roug/ reading texts and &atc/ing 4ideos about
t/e particular country !countries$
1
!;$ to impro4e students: producti4e s.ills t/roug/ t/e product created indi4idually and8or
collaborati4ely
!<$ to gi4e students international audience and t/us ma.e t/em /a4e a sense of o&ners/ip
2/e &orld is in/abited &it/ 4arious people &it/ different culture and nationality1 =it/ t/is
pro5ect, students can collaborate &it/ students from ot/er countries, and to employ t/eir
fundamental s.ills and impro4e t/eir #1st century s.ills1 At t/e same time, it is also able to
de4elop c/ildren>s imagination, part of building selfesteem and confidence .no&s &/ere t/ey
fit in t/e &orld1 Apart from t/at, t/e students are expected to ac/ie4e certain goals as belo&:

2o impro4e language proficiency
2o master one or t&o language s.ills8 impro4e all basic language s.ills
2o let students ac7uainted &it/ information about anot/er to&n, suc/ as festi4als, or
special e4ent t/at is /eld only t/ere
2o promote multiculturalism

.)at 0entry e&ent1 'ill ,e arried out to a"ture %tudent intere%t%/
2/e students &ill first try to identify 'alaysia, ,erbia and (-be.istan from t/e &orld
map1 2eac/ers expected t/e students to guess &/at specialties can be found in t/e
countries mentioned, and t/en expose students to t/e t/ree countries in general,
climate, culture and learning lifestyle !or sc/ools$ of t/e students1
At t/e same time, some of t/e fre7uently used &ords of t/e country !specific to t/e
culture or t/e location of t/e country$ &ill be introduced as an introduction to let t/e
students to get ac7uainted &it/ t/e language, since &e cannot put all into order and
study t/e same t/ing mig/t be redundant as &ell1 2/e first lesson plan &ill generally
be related to t/e country itself regardless of t/e order1 ?or example, 'alaysians &ill
start &it/ 'alaysia culture, and t/en it goes to studying ,erbian lifestyle1 ,erbs &ill
study about ,erbian lifestyle first t/en go to (-be.istan cities, (-be.istani &ill study
about (-be.istan cities and t/en about 'alaysia culture1

.)at "rodut 2artifat or "erformane3 'ill ena,le %tudent% to demon%trate t)eir
learnin$/
2/e product for t/is pro5ect &ill be some infograp/ics and texts about t/e facts on
t/ree countries !'alaysia, ,erbia, (-be.istan$1 0ased on t/e infograp/ics or texts,
students can &rite a8 some s/ort fact!s$ about /is8 /er o&n country !&ritten form @
linear or nonlinear$1 2/is product &ill be indi4idualbased and lessonbased1
?or t/e second ob5ecti4e, t/e students can ma.e endproduct !essay, poster, PP2, s/ort
play, etc$ to tal. and promote about t/eir country !in our case &ill be tra4el broc/ure
as it contains bot/ PP2, poster, essay, s/ort play and presentation s.ills$, &/ere t/ey
&ill s/o& t/eir language s.ills and present t/eir reflections on t/e cultural issues t/at
t/ey /a4e learned, and s/o& t/eir inner imagination t/roug/ t/ese products1 2/is
#
product &ill be collaborati4ebased1 !&/ic/ is based on lesson plan A*$

.)at ot)er element% of Pro#et-4a%ed Learnin$ do you "lan to inor"orate/
Public presentation 2/ey s/are t/eir findings publicly, using mind c/art or poster !non
tec/nology$ or PP2s !tec/nology$1
Dri4ing Buestion @ 2/ey can as. somet/ing t/at can dra& t/eir attention of t/e students1
,tudents 4oice and c/oice @ 2/e students &ill c/oose t/e aspect of t/e mentioned
country as t/eir researc/ 7uestion1
Researc/ and 6n7uiry @ 0ased on t/e stimulus !t/e indi4idual product$, t/e students can
try to generate somet/ing ne& about t/e specific country for additional information1
#1
st
Century ,.ills @ 'ultiple intelligence, creati4e and critical t/in.ing s.ills, and
tec/nology s.ills &ill be applied if possible1
Reflection and Re4ision @ As t/e learners are going to present t/eir findings, eit/er in
&ritten form or spo.en form, online or offline, t/e learners &ill be gi4en opportunity
to re4ise t/e errors of t/eir peers, except teac/ers1


5o' 'ill %tudent% ,enefit from "artii"ation in t)i% "ro#et/
Basic: All s.ills, but more into reading and &riting
21
st
century: Communication, collaboration and critical t/in.ing
Other: %earn about t/eir friends in a distant country and t/us t/ey &ill respect more
ot/er cultures1 2/ey &ill be engaged in an international pro5ect, &/ic/ is important for
building t/eir confidence and selfesteem1

Part #: %earning Cb5ecti4es

6. Lan$ua$e +e&elo"ment: Identify t)e lan$ua$e fou% of t)e "ro#et.
Lan$ua$e 7(ill%: %"ea(in$8 li%tenin$8 readin$8 'ritin$8 $rammar8 &oa,ulary8
"ronuniation
All, !focus onto &riting and reading, and at t/e end of t/e product, it &ill in4ol4e spea.ing
and listening$, grammar, 4ocabulary !t/ere are some specific terms only found in a particular
country$1

Core &oa,ulary to ,e learned:
Culture and countryspecific 4ocabulary, Vocabulary related to tourism, Vocabulary related to
demonstrating and presentation1

D'alaysia>s learners are mainly in rural areas, so translation and code mixing &ill be needed
to introduce certain 4ocabularies1

9ain $rammar "oint% and:or %entene frame% to ,e learned:
)
2enses !Present and Past 2ense$, ,e7uencing

;. .)at are t)e learnin$ o,#eti&e% 'it) mea%ura,le outome% of t)e "ro#et/ 2.)at
'ill %tudent% ,e a,le to do at t)e end of t)e unit and )o' 'ill you mea%ure t)at/3
E!am"le o,#eti&e %tatement: 0Gi&en t)e follo'in$ &oa,ulary8 t)e %tudent% 'ill
,e a,le to inlude it in a oral de%ri"tion of t)eir fa&orite meal 'it) <=>
auray.1
At t/e beginning of t/e pro5ect, preteens students &ill be pro4ided &it/ information on
t/e country, suc/ as demograp/ic and geograp/ic location !&it/ about *"" &ords$1 A
reading compre/ension &ill be as.ed and t/ey are expected to ans&er t/e text &it/
9"E of t/e ans&ers are correct1
A similar 7ui- !per/aps in t/e form of t/e contest$ may be organi-ed in t/e end of t/e
pro5ect, &/ere at least F"E accuracy is expected1
At t/e end of t/e pro5ect, &it/ all t/e materials and stimulus pro4ided about t/e specific
country, t/e learners &ill be expected to present t/eir findings !suc/ as mind map,
poster or po&er point$ in oral form, &it/ 9+E accuracy !in any topics t/at t/ey found
interesting about specific country$1
0y t/e end of t/e pro5ect, t/e students &ill be able to ans&er !productbased$ reading
compre/ension in content or context &it/ ;+E accuracy1
0y t/e end of t/e pro5ect, t/e students &ill be able to ans&er !processbased$
presentation about a country t/at t/ey select !not t/eir o&n country$, in t/e mind map,
poster or roleplay in 1" minutes &it/ ;"E accuracy1


Part ): %earning Acti4ities G Assessment

?. Le%%on Plan%: Describe /o& students &ill learn t/e .no&ledge and s.ills identified in
your ob5ecti4es1 6nclude t/e steps and timeline !sc/edule$ of implementing eac/ p/ase
of your pro5ect1

@our le%%on "lan% %)ould inlude t)e follo'in$:

2opic
%esson goals8ob5ecti4es
!3xample ob5ecti4e statement: HGi4en t/e follo&ing 4ocabulary, t/e students &ill be able to
include it in a oral description of t/eir fa4orite meal &it/ F"E accuracy1I$
%ist of materials needed
,teps8brief description of acti4ities1
!6magine t/at you &ill be teac/ing t/is 5ust from &/at you>re reading in t/e plan$
6dentify t/e grouping for eac/ acti4ity: indi4idual, pairs, small groups, &/ole class
6nclude t/e timing of eac/ acti4ity
6nclude all /andouts8materials8&eblin.s t/at you design to go &it/ t/e acti4ities1
3xplanation of &/at8/o& &ill you assess t/e student success !rubric, c/ec.list, obser4ation,
etc1$

91 Jo& you &ill a%%e%% t/e learners> progress bot/ during and at t/e end of t/e pro5ectK
!6nclude any materials you design for t/is purpose1$

*
;1 =/at )allen$e% do you anticipate you>ll face in implementing t/is pro5ect, and /o&
&ill you address t/ose c/allengesK

Part *: 3xample Product by indi4idual

<1 3ac/ group member is re7uired to produce /is or /er o&n example product and submit
it for grading and peer feedbac.1 2/e example product is for students t/at are going to
be in4ol4ed in t/e pro5ectbased learning experience1 Alt/oug/ t/e product is based on
t/e learning experience described abo4e, eac/ group member s/ould tailor t/e
example product for t/eir o&n learners and en4ironment, so t/at t/e group member
can actually use it &it/ /is8/er class !es$1
+
APP3ND6L 1:
%3,,CN P%AN 1:
Le%%on Plan A1
;? minute%
To"i: ,erbia @ 0et&een 3ast and =est
Le%%on $oal%:o,#eti&e%:
Pro5ect goals !#$: 2o get students ac7uainted &it/ anot/er to&n8city8country
Pro5ect goals !)$: 2o impro4e #1st century s.ills
Pro5ect goals !9$: to impro4e students: recepti4e s.ills t/roug/ reading texts and &atc/ing
4ideos about t/e particular country !countries$ and t/eir producti4e
s.ills t/roug/ t/e product created indi4idually and8or collaborati4ely
%esson ob5ecti4es:
Gi4en t/e text of a fara&ay country ad5usted to t/eir le4el, students &ill be able to do
reading compre/ension acti4ities !<"E or more$1
(sing t/e text and definitions of t/e less .no&n &ords from t/e text, students &ill be
able to do 4ocabulary practice @ matc/ing t/e &ords &it/ t/eir definitions !<"E or
more$1
Ja4ing done all t/e planned acti4ities and being familiar &it/ all t/e &ords in t/e text,
students &ill be able to list at least t/ree most interesting facts about ,erbia !1""E$1
Li%t of material% needed:
Computer &it/ t/e 6nternet connection !alternati4ely, a geograp/ic map$M /andouts
7te"%:,rief de%ri"tion of ati&itie%
I. .arm-u" 21= minute%3
%ead in to generate interest and set context
As. students to list t/e names of t/e continents !Asia, Europe, Africa, North America,
South America, Australia and Antarctica$1 ,/o& students national flags of 'alaysia,
(-be.istan and ,erbia and as. if t/ey can recogni-e t/e countries1 3licit t/e name of
t/e country, and t/e continent &/ere t/ese countries are located1 (sing Google 3art/
!alternati4ely, a map of t/e &orld$ as. t/em to find t/ese countries and as. t/em /o&
far t/ese are from t/eir o&n country1 As. t/em to find out t/e capitals of t/ese
countries1
0rainstorm ideas about 'alaysia, (-be.istan and ,erbia1 Nou may refer to t/e
geograp/ical location, natural features, culture, famous people, etc1 Nou may lin. t/e
content to t/e reallife context, e1g1 Do you have a relative/neighor/ac!uaintance
"ho visited that part of the "orldK
II. 9ain ati&ity 26= minute%3
9
General features of ,erbiaM strengt/ening reading compre/ension s.illsM 4ocabulary
building and impro4ement
(sing t/e /andout created for t/is lesson, 2 instructs c/ildren about t/e follo&ing
acti4ities1
Part 1
+iretion%: Read t/e text about ,erbia1 ?ind t/e names of t/e ,erbian to&ns in t/e
text1
,tudents &ill be ac7uainted &it/ t/e text about t/e country t/at t/ey mig/t not
/a4e .no&n a lot1 2/e text contains t/e names of se4eral to&ns and cities1 ,tudents
s/ould recogni-e t/e ,erbian ones1
?irst, students do t/e tas. indi4idually and t/en t/ey c/ec. t/e ans&ers in pairs1
Procedure: 6ndi4idual action @ Pair&or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
Part *
+iretion%: 2/ere are fi4e paragrap/s !A3$ in t/e text1 'atc/ t/e follo&ing /eadings
to t/e paragrap/s !A3$1 2/ere is one extra /eading1
2/is is a typical acti4ity for reading for gist1 As. students to read t/e text 7uic.ly
and t/en t/ey may c/ec. t/e ans&ers in pairs1
Procedure: 6ndi4idual action @ Pair&or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
Part 6
+iretion%: Read t/e text again and decide if t/e follo&ing statements are true !2$ or
false !?$1
2/is is a typical acti4ity for reading for detail1 Ad4ise students to underline t/e .ey
parts of t/e sentence8paragrap/ t/at /elp t/em decide if t/e statement is true or false1
Procedure: 6ndi4idual action @ Pair&or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
Part ;
+iretion%: %oo. at t/e numbered &ords in t/e text and matc/ t/em to t/e definitions
belo&1
2 c/ooses ten &ords and p/rases t/at may be unfamiliar to students1
6n order to boost cooperation, you may as. students to &or. toget/er and compose
t/ree or more sentences using t/e gi4en &ords1
As. students if t/ere are ot/er &ords t/ey do not understand1 'a.e a list of t/ese
&ords on t/e board1 As. students to &or. out t/e meaning toget/er1 2/ey may use
online dictionaries or paperbac. editions1
Procedure: 6ndi4idual action @ Pair&or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
Part ?
+iretion%: =atc/ t/e follo&ing 4ideo about 0elgrade, t/e capital of ,erbia1 =rite
do&n famous tourist attractions s/o&n in t/e 4ideo1 C/ec. your list &it/ your partner1
=atc/ t/e 4ideo again1
;
6n addition to t/e text and factual information, students &ill get a 4isual impression
of ,erbia>s capital1
2/e 4ideo is s/ort but it lists tourist attractions 7uic.ly1 2/e ,erbian names of t/e
building may sound strange to students1 6f needed, play t/e 4ideo t&ice1
After t/e first !or second$ &atc/ing, pair students up and as. t/em to compare t/eir
lists1
Play t/e 4ideo again1
Alternati4ely, in case of una4ailability of t/e 6nternet connection and t/e li.e, you
may distribute t/e pictures of t/ese buildings ta.en from Google 6mages1 Pro4ide a list
of t/e names and as. students to matc/ t/e name of t/e building &it/ its picture1
Procedure: 6ndi4idual action @ Pair&or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
III. Clo%ure 2? minute%3
Getting students in4ol4ed in t/e pro5ect experience
As. students &/at t/ey find t/e most interesting about ,erbia1
2ell students t/at t/ey &ill form groups of t/ree or four for doing /ome&or.1 2/ey
&ill &or. collaborati4ely for /ome&or.1
2ell students t/at it is necessary t/at all members of t/e group contribute and gi4e
ideas for t/e 7uestions1
<
APPENDIX A
1. Read the text about Serbia. Find the names of the Serbian cities in the
text.
A. Serbia is a landlocked
1
country located at the crossroads of Central and
South-East Europe. Some symbols of Serbia include plum, oak, ajkaa Serbian
traditional peasant
!
hat" and sla#a patron saint celebration".
$. %he capital of Serbia is $el&rade, a beautiful city built on the 'anube.
$el&rade is the third-lar&est in South-East Europe after (stanbul, %urkey and
Athens, )reece. (t is the bi&&est Serbian city and its cultural and economic
center. *ther major cities are +o#i Sad, +i and ,ra&uje#ac. Almost all Serbian
cities boast
-
lon& and famous history and at least one important medie#al
.

battle. Some of those historical moments can be cau&ht in castles and
fortresses scattered
/
throu&hout the land.
C. %he citi0ens of $el&rade, +o#i Sad and other lar&er to1ns in Serbia like all
sorts of thin&s2 pleasant con#ersations and lon& 1alks, drinkin& their mornin&
coffee or days off 1ork, they also lo#e it 1hen they find freshly baked 1arm
bread in the local bakery. %hey like bein& in motion
3
so the streets, 1alk1ays,
cafes and restaurants are al1ays filled 1ith people.
'. *ur &uests can see the natural hospitality
4
and 1armness of the hosts 1hen
stayin& in a Serbian #illa&e. A tourist 1ill not be made to feel like an outsider in
any #illa&e in Serbia5 he or she 1ill be accepted by the host like a close relati#e.
E. %oday, Serbs are a precious part of &lobal community and 1orld herita&e
6
.
%hey li#e just as anyone in 7SA or else1here. %hey use i8hones, 1ear +ike and
Adidas, buy 9ay-$ans, eat at :c'onalds, dri#e )erman or ;apanese cars, listen
to :ichael ;ackson and 1atch $ruce <illis mo#ies. *ne of the fe1 thin&s that
make them different is the tradition = the customs
>
and the beliefs. ?ookin& for
better jobs, they settled
1@
all around the 1orld, some of them maybe in your
#ery o1n nei&hborhood. Aind them and &et to kno1 them better.
Fast Facts
Population4,.>6,@@@
!apital$el&rade5 1,/43,@@@
Area44,.4. sBuare kilometers !>,>1- sBuare miles"
"an#ua#eSerbian
F
Reli#ion*rthodoC Christian, :uslim
!urrenc$'inar
"ife Expectanc$4.
%DP per !apita7.S. D!,!@@
"iterac$ Percent>3
%aken and adapted from2
'ino ?in&o = ?an&ua&e ?earnin& Sets for ,ids
http2EEdinolin&o.comEblo&E!@1!E11E1>Eserbian-famous-places-and-fun-facts-
serbian-culture-for-kidsE
<ikipedia = %he Aree Encyclopedia
http2EEen.1ikipedia.or&E1ikiESerbia
+ational %ourism *r&anisation of Serbia
http2EE111.serbia.tra#el
%ourist *r&ani0ation of $el&rade
http2EE111.tob.rsEenEindeC.php
&. 'here are fi(e para#raphs )A*E+ in the text. ,atch the follo-in#
headin#s to the para#raphs )A*E+. 'here is one extra headin#.
1. :odern trends in Serbia F..
!. Serbian cities F..
-. A 1arm 1elcome in Serbian #illa&es F..
.. Go1 to tra#el to Serbia F..
/. ?ifestyle of people in Serbian cities F..
3. )eo&raphic location of Serbia F..
.. Read the text a#ain and decide if the follo-in# statements are true )'+
or false )F+.
1. Serbia has the eCit to the sea.
!. $el&rade is the lar&est city in South-East Europe.
-. 8eople in Serbian cities ha#e interestin& social life.
.. Hou should ha#e relati#es if you 1ant to #isit a Serbian #illa&e.
/. %oday, Serbs are modern people like Americans and other nations.
3. %here are a lot of Serbs li#in& outside Serbia.
1"
/. 0ocabular$
"oo1 at the numbered -ords in the text and match them to the definitions
belo-.
a" to ha#e somethin& &ood, interestin& or important FF
b" &enerous and friendly treatment of &uests and #isitors FF
c" to mo#e to a place and make it your o1n home F..
d" traditions, results and objects that are part of the history of a &roup or
nation F..
e" surrounded by land and 1ithout eCit to the sea F..
f" of or relatin& to the :iddle A&es F..
&" to mo#e around F..
h" a farmer5 a person 1ho li#es in a #illa&e F..
i" traditional actions and beha#ior amon& people in a re&ion or country F..
j" to be in different places FF
%aken and adapted from2
:erriam-<ebster 'ictionary
http2EE111.merriam-1ebster.comEdictionary
?on&man *nline 'ictionary of Contemporary En&lish
http2EE111.ldoceonline.comEdictionary
2. Follo-*up acti(it$
3atch the follo-in# (ideo about 4el#rade5 the capital of Serbia. 3rite
do-n famous tourist attractions sho-n in the (ideo. !hec1 $our list -ith
$our partner. 3atch the (ideo a#ain.
%he link to the #ideo2
Iladimir Jiroki $lo&
http2EEen&lish#asa.1ordpress.comEcate&oryE#ideoE
or
Hou%ube
https2EE111.youtube.comE1atchK#Le',%l?-9a>c
11
ANS3ER 6E7
1. $el&rade, +o#i Sad, +i, ,ra&uje#ac
!. 1E, !$, -', .eCtra headin&", /C, 3A
-. 1A, !A, -%, .A, /%, 3%
.. a" -, b" 4, c" 1@, d" 6, e" 1, f" ., &" 3, h" !, i" >, j" /
/. ,ne0 :ihailo#a Street, %era0ije SBuare, %he Iictor, the *ld 8alace, %emple
of St Sa#a, the +ational $ank of Serbia, the Serbian Academy of Sciences and
Arts, :irosla#Ms )ospel, %he $eo&radjanka, $el&rade Arena
1#
APPENDIX 4
89,E39R6
In #roups of . or / ma1e a list of :uestions related to one of the follo-in#
aspects of Serbia. 7ou -ill send the :uestions to $our peers in Serbia. 'r$
to find the ans-ers on the Internet.
1. Serbia = its location in Europe and relations 1ith other European nations
!. An ordinary day in the life of a person li#in& in a Serbian to1n
-. An ordinary day in the life of a person li#in& in a Serbian #illa&e
.. +atural features of Serbia
/. Symbols of Serbia
1)
APP3ND6L #:
%3,,CN P%AN #:
Le%%on Plan A*
;? minute%
To"i: 'alaysia 2ruly Asia ?esti4als
Le%%on $oal%:o,#eti&e%:
Pro5ect goals !1$: 2o promote multiculturalism
Pro5ect goals !#$: 2o get students ac7uainted &it/ anot/er to&n8city8country
Pro5ect goals !)$: 2o impro4e #1st century s.ills
Pro5ect goals !9$: 2o impro4e students: recepti4e s.ills t/roug/ reading texts and
&atc/ing 4ideos or presentation about t/e particular country !countries$
and t/eir producti4e s.ills t/roug/ t/e product created indi4idually
and8or collaborati4ely
%esson ob5ecti4es:
Gi4en t/e slide s/o& of a fara&ay country ad5usted to t/eir le4el, students &ill be able
to do reading compre/ension acti4ities !9"E or more$1
Ja4ing done all t/e planned acti4ities and being familiar &it/ all t/e &ords in t/e text,
students &ill be able to list at least 1 out of * festi4als found on t/e text, and )
supporting statements !date, &/o celebrate it, and purpose$ in spo.en form, &it/ +"E
accuracy or more1
Li%t of material% needed:
Computer &it/ t/e 6nternet connection !alternati4ely, a geograp/ic map$M Po&er Point ,lide
,/o& !or pictures and manila cards about festi4als$, /andouts
7te"%:,rief de%ri"tion of ati&itie%
I. .arm-u" 2? minute%3
%ead in to generate interest and set context
As. students to list t/e names of t/e continents !Asia, Europe, Africa, North America,
South America, Australia and Antarctica$1 ,/o& students national flags of 'alaysia,
(-be.istan and ,erbia and as. if t/ey can recogni-e t/e countries1 3licit t/e name of
t/e country, and t/e continent &/ere t/ese countries are located1 (sing Google 3art/
!alternati4ely, a map of t/e &orld$ as. t/em to find t/ese countries and as. t/em /o&
far t/ese are from t/eir o&n country1 As. t/em to find out t/e capitals of t/ese
countries1
0rainstorm ideas about 'alaysia, (-be.istan and ,erbia1 Nou may refer to festi4als
celebrated at your country1 Nou may lin. t/e content to t/e reallife context, e1g1
#hich festival is celerated y only you and your friends$ Do you thin% &alaysia
have such festivals$
1*
II. 9ain ati&ity 26? minute%3
General festi4als celebrated in 'alaysiaM strengt/ening reading compre/ension s.illsM
4ocabulary building and impro4ement
(sing t/e /andout created !or po&er point$ for t/is lesson, 2 instructs c/ildren about
t/e follo&ing acti4ities1
Part 1 2Refer to 7etion A3
+iretion%: 2/ere are four parts in t/e text1 Read and list t/e festi4als suc/ as &/at
t/ey celebrates, &/o, &/ere and &/en t/ey celebrate in 'alaysia1
,tudents &ill be ac7uainted &it/ t/e text about t/e country t/at t/ey mig/t not
/a4e .no&n a lot1 2/e text contains t/e names of special festi4als1 ,tudents &ill try to
pronounce in 'alaysian context by using t/eir language1
,tudents do t/e tas. indi4idually and t/en t/ey c/ec. t/e ans&ers t/roug/
discussion1
2/is is a typical acti4ity for reading for gist1 As. students to read t/e text 7uic.ly
and t/en t/ey may c/ec. t/e ans&ers in pairs1
Procedure: 6ndi4idual action @ Pair&or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
Part * 2Refer to 7etion A and 43
+iretion%: 2eac/er &ill go t/roug/ t/e slide and ans&er t/e 7uestions lies in t/e last
t&o slides !,lide 1* and 1+$1 '&easure O(ective 1)
2/is is a typical acti4ity for reading for detail1 Ad4ise students to underline t/e .ey
parts of t/e sentence8paragrap/ t/at /elp t/em decide t/eir ans&er1
Procedure: 6ndi4idual action @ Pair&or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
Part 6 2Refer to 7etion C3
+iretion%: 0ased on t/e situation card, present your findings in #) minutes1
'&easure O(ective 2)
2eac/er pro4ides a list of situation cards, &it/ # or ) groups are s/aring t/e similar
situation of a role play1
2eac/er pro4ides t/e general &ays to present based on t/e role play card1
,tudents &ill &or.s in pairs or groups to present t/eir information publicly1
,tudents &ill be gi4en + minutes to prepare1
,tudents &ill present t/eir findings in front of t/eir friends1 3ac/ group &ill only
present in #) minutes1
Depends on t/e time, teac/ers can as. for ot/er groups to present if t/ere is any
extra1
Procedure: Pair&or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
III. Clo%ure 2? minute%3
1+
Getting students in4ol4ed in t/e pro5ect experience
As. students &/at t/ey find t/e most interesting about 'alaysia festi4als1
,tudents &ill try to find ot/er information about 'alaysia festi4als ot/er t/an t/e
four listed, or &it/ additional information about t/e four listed festi4als, suc/ as
origins, and additional information1
2ell students t/at t/ey &ill form groups of t/ree or four for doing /ome&or.1 2/ey
&ill &or. collaborati4ely for /ome&or.1
2ell students t/at it is necessary t/at all members of t/e group contribute and gi4e
ideas for t/e 7uestions1
19
APPENDIX A
1;
1<
1F
#"
#1
##
Adapted from
'ourism ,ala$sia http;;tourism.#o(.m$;
0isit ,ala$sia &<1/ http;;---.(m$&<1/.com;
$ 9EA'(+) C*:89EGE+S(*+
#)
ADD9N
'eacher can encoura#e the students to ma1e a table based on their abilit$.
'his is to encoura#e the students to do and ma1in# notes -hile read the
text.
ANS3ER 6E7
SE!'I9N 4
1. Gari 9aya 8uasa, Chinese +e1 Hear, %adau ,aamatan and )a1ai Aesti#al,
'eepa#ali.
#*
!. :alays or :uslims
-. Gar#est Aesti#al
.. Aamily reunion feasts and open houses and children recei#e Nan& po1sN or
little red money packets from the elders
/. Chinese +e1 Hear and Gari 9aya 8uasa.
3. ,olam
4. Chinese +e1 Hear
6. Gari 9aya 8uasa
SE!'I9N ! )'EA!8ER ,A7 D=P"I!A'E IF NEEDED+
'eacher informs the students that there are some specific information that
the$ need to follo-. 'o ma1e sure the$ are on the ri#ht trac15 teacher -ill
emphasi>e the duration of role pla$ and also preparation time5 as -ell as
-hat the$ are expected to inform durin# the role pla$. )'his can be added
based on class le(el+
A 'ourist %uide
4 'ourist
As a tourist #uide5 tr$ to tell $our tourist about a special festi(al that
celebrated b$ 3est ,ala$sia.
A ,ala$sian
4 Friend in another countr$
'ell $our friend about a festi(al that celebrated nation-ide.
A ,ala$sian
4 Forei#ner
'he ,ala$sian -anted to 1no- about a specific festi(al for the purpose.
'ell him; her about the difference of a festi(al that celebrated in $our
countr$5 and not in ,ala$sia.
#+
D F9""93 =P
'he information in the handouts are not detailed enou#h. !ould $ou ma1e
them into more detailed5 -ith ori#in or some other specific purposes? 9r
$ou 1no- there are some other festi(als celebrated in ,ala$sia but not
mentioned here? And can $ou include a festi(al celebrated in Serbia and
=>be1istan? Feel free to ma1e $our o-n info chart@
For example
1. 3esa1 Da$
&. 'haipusam
.. !hristmas
/. 8ari Ra$a 8aAi
2. ,ala$siaBs national da$
#9
APP3ND6L ):
%3,,CN P%AN ):
Le%%on Plan A6
;? minute%
To"i: UB,e(i%tan @ Republic of Oara.alp.astan city Nu.us
Le%%on $oal%:o,#eti&e%:
Pro5ect goals !1$: 2o get students ac7uainted &it/ anot/er to&n8city8country
Pro5ect goals !#$: 2o impro4e #1st century s.ills
Pro5ect goals !*$: to impro4e students: recepti4e s.ills t/roug/ reading texts and &atc/ing
4ideos about t/e particular country !countries$ and t/eir producti4e
s.ills t/roug/ t/e product created indi4idually and8or collaborati4ely
%esson ob5ecti4es:
Gi4en t/e text of a fara&ay country ad5usted to t/eir le4el, students &ill be able to do
reading compre/ension acti4ities !<"E or more$1
(sing t/e text and definitions of t/e less .no&n &ords from t/e text, students &ill be
able to do 4ocabulary practice !<"E or more$1
Ja4ing done all t/e planned acti4ities and being familiar &it/ all t/e &ords in t/e text,
students &ill be able to list at least t/ree most interesting facts about ,erbia !1""E$1
Li%t of material% needed:
Computer &it/ t/e 6nternet connection !alternati4ely, a geograp/ic map$M /andouts
7te"%:,rief de%ri"tion of ati&itie%
I. .arm-u" 21= minute%3
2/is matc/ing acti4ity /elps students to remember t/e capital cities of numerous
countries1 2/e class is split into groups of t/ree1 3ac/ group is /anded a set of cards1 2/e
students separate country cards !blue$ and capital cards !blac.$ into t&o piles1 2/e t&o card
piles are t/en spread out face do&n on t/e table1 2/e first student c/ooses one card from eac/
pile and s/o&s t/e t&o cards to t/e group1 2/e student t/en ma.es a sentence using t/e t&o
cards, e1g1 0ang.o. is t/e capital of 2/ailand1 6f t/e statement is true, t/e student .eeps t/e
t&o cards1 6f it is not true, t/e student puts t/em bac. in t/e same place t/ey came from1 2/e
students must try to remember t/e location of t/e cards in order to &in t/e game1 2/e student
&/o /as t/e most pairs of cards is t/e &inner1
#;
#<
II. 9ain ati&ity 26= minute%3
General features of Oara.alpa.stanM strengt/ening reading compre/ension s.illsM
4ocabulary building and impro4ement
(sing t/e /andout created for t/is lesson, 2 instructs c/ildren about t/e follo&ing
acti4ities1
Part 1
+iretion%: 2eac/er introduces about t/e country Oara.alpa.stan &/ic/ is situated in
(-be.istan1 ,tudents &ill be ac7uainted &it/ t/e text about t/e country t/at t/ey mig/t
not /a4e .no&n a lot1 2/e text contains t/e names of se4eral to&ns and cities1 ,tudents
s/ould recogni-e t/e (-be. and Oara.alpa.1
,tudents &ill be ac7uainted &it/ t/e text about t/e country t/at t/ey mig/t not /a4e
.no&n a lot1 2/e text contains t/e names of special festi4als1 ,tudents &ill try to
pronounce in 'alaysian context by using t/eir language1
,tudents do t/e tas. indi4idually and t/en t/ey c/ec. t/e ans&ers t/roug/ discussion1
2/is is a typical acti4ity for reading for gist1 As. students to read t/e text 7uic.ly and
t/en t/ey may c/ec. t/e ans&ers in pairs1
Procedure: 6ndi4idual action @ Pair&or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
Part *
+iretion%: 3ac/ student is gi4en an identity card1 Cn t/e card is a traditional
name, country and national language1 ,tudents &al. around and introduce t/emsel4es
to t/eir classmates1 2/ey as. eac/ ot/er 7uestions and &rite do&n t/e information t/ey
find out on t/eir &or.s/eet1
2/is is a typical acti4ity for reading for gist1 As. students to read t/e text 7uic.ly and
t/en t/ey may c/ec. t/e ans&ers in pairs1
Procedure: 6ndi4idual action @ Pair&or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
Part 6
+iretion%: Read t/e text again and students complete a list of sentences by &riting
t/e name of t/e country1 An ans&er .ey is pro4ided.
Procedure: 6ndi4idual action @ Pair&or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
Part ;
+iretion%: As. t/e class to name as many Asian countries and Pacific 6slands as t/ey
can1 'a.e a list on t/e board1 As. students to t/in. of someone to inter4ie& about
&/at it is li.e to lea4e a /ome and start o4er some&/ere else1 Jand out t/e s/eet &it/
some sample inter4ie& 7uestions and a description of t/e assignment1 ,tudents s/ould
be clear &it/ t/eir inter4ie& sub5ects about t/e purpose of t/e inter4ie&1 2/is s/eet
s/ould also outline t/e .inds of basic information t/at students s/ould gat/er before
t/e inter4ie&1 ,uccessful inter4ie&s rely on good preparationM students s/ould t/in.
about &/at t/ey already .no& about t/e person t/ey &ill inter4ie& and try to learn
#F
more rele4ant information before t/e inter4ie&1 3xplain to students t/at before an
inter4ie&, t/ey s/ould t/in. about t/e .inds of 7uestions t/ey &ant ans&ered1 Ja4e
students brainstorm some of t/e 7uestions t/ey mig/t as.1
Procedure: 6ndi4idual action @ Pair&or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
III. Clo%ure 2? minute%3
Getting students in4ol4ed in t/e pro5ect experience
As. students &/at t/ey find t/e most interesting about Oara.alpa.stan1
2ell students t/at t/ey &ill form groups of t/ree or four for doing /ome&or.1 2/ey
&ill &or. collaborati4ely for /ome&or.1 Ja4e students &rite an assignment about t/e
inter4ie& experience1 2/is essay s/ould focus on t/e inter4ie& experience rat/er t/an
t/e content1
2ell students t/at it is necessary t/at all members of t/e group contribute and gi4e
ideas for t/e 7uestions1

Karakalpakstan (Karakalpak: Qaraqalpaqstan Respublikas (
); Uzbek: Qoraqalpog'iston Respublikasi (ooro ) is
an autonomous republic of Uzbekistan. t occupies the whole northwestern end of Uzbekistan.
The capital is Nukus (Karakalpak: No'kis (He)). The Republic of Karakalpakstan has an area
of 160,000 square kilometres (62,000 sq mi). ts territory covers the classical land of Khwarezm,
though in classical Persian literature the area was known
Geography
Karakalpakstan is mostly desert and is located in western Uzbekistan near the Aral Sea, in the
lowest part of the Amu Darya basin t has an area of 164,900 km
[
and is surrounded by desert.
The Kyzyl Kum desert is located to the east and the Kara Kum desert is located to the south. A
rocky plateau extends west to the Caspian Sea
)"



)1



)#



))
APP3ND6L *:
%3,,CN P%AN *:
Le%%on Plan A;
;? minute%
To"i: 'a.ing a tra4el broc/ure
Le%%on $oal%:o,#eti&e%:
Pro5ect goals !1$: 2o promote multiculturalism
Pro5ect goals !)$: 2o impro4e #1st century s.ills
Pro5ect goals !9$: 2o impro4e students: recepti4e s.ills t/roug/ reading texts and
&atc/ing 4ideos about t/e particular country !countries$
Pro5ect goals !;$: 2o impro4e students: producti4e s.ills t/roug/ t/e product created
indi4idually and8or collaborati4ely
Pro5ect goals !<$: 2o gi4e students international audience and t/us ma.e t/em /a4e a
sense of o&ners/ip
%esson ob5ecti4es:
(sing t/e function list students &ill be able to use p/rases for agreeing and
disagreeing !1""E$1 Assign t/e role of t/e note ta.er &/o &ill .eep a record of t/e
fre7uency of t/e use of t/e gi4en p/rases1
(pon completion of t/e 7ui-, students &ill be able to design t/eir tra4el broc/ure
according to gi4en re7uirements !F"1""E$1
Ad/ering to t/e rubric, c/ec. /o& successful is t/e students> product !/a4ing at least
four out of fi4e categories graded &it/ *$1
Li%t of material% needed:
Computer &it/ t/e 6nternet connection !alternati4ely, a geograp/ic map$M /andouts
7te"%:,rief de%ri"tion of ati&itie%
I. .arm-u" 21= minute%3
%ead in to generate interest and set context
As. students &/ic/ countries t/ey /a4e been learning about in t/e pre4ious classes1
3licit 'alaysia, (-be.istan and ,erbia1 Pair students up and as. t/em to brainstorm
as muc/ information as possible under t/e categories !nature, music, customs, ot/er$
for eac/ country1
'a.e sure you /a4e a large piece of paper or, ideally, an outline map of t/e &orld !or
Asia and 3urope$1 6f possible, you may use online outline maps !for example,
=orldatlas /ttp:88&&&1&orldatlas1com8&ebimage8testmaps8maps1/tm$1 As. students to
find 'alaysia, (-be.istan and ,erbia1 6nstead of inserting t/e place name, t/ey s/ould
&rite do&n a typical &ord8item for t/ese countries or stic. a p/oto1
)*
II. 9ain ati&ity 26= minute%3
'a.ing a tra4el broc/ure
(sing t/e /andout created for t/is lesson, 2 instructs c/ildren about t/e follo&ing
acti4ities1
Part 1
+iretion%: ,/o& students some tra4el broc/ures or your product1
2ell students t/at you li.e tra4elling and t/at e4ery time you tra4el you consult
4arious sources primarily tra4el broc/ures1
,/o& students t/ese tra4el broc/ures1 2ell t/em t/at t/ey are going to present
information about t/e countries t/ey /a4e been learning about to t/eir friends and
family1 As. t/em &/at t/ey are most interested in &/en t/ey tra4el1 =/at about t/e
people t/ey .no&K 2ell t/em to tal. about t/eir preferences1 3licit some categories,
e1g1 location, cities, climate, /istoric sites, entertainment, food, etc1$
Procedure: 6ndi4idual action @ Pair&or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
Part *
+iretion%: ,/o& students t/e broc/ures again1
As. students &/at t/ey li.e about t/e broc/ures1 As. t/em to pay attention to t/e
content and 4isual features !pictures, grap/ics$1 Nou can as. t/em t/e follo&ing: *o"
many pages/slides are there$ +s the te,t connected or in ulleted lists$ Are the
sentences long or short$ +s the language too formal$ #hat vocaulary is used$ Are
there any !uotes of the locals or visitors$
Procedure: 6ndi4idual action @ Pair&or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
Part 6
+iretion%: Decide /o& muc/ t/e information in t/e tra4el broc/ure is important1
As. students about t/e role8function about t/e tra4el broc/ure1 Clarify t/at it is
informati4e and s/ould ma.e people c/oose t/e destination1 As. students to &or. on
gi4ing reasons for accepting or re5ecting t/e fact &/ic/ &ill be included in t/e tourist
broc/ure1 Pro4ide students &it/ t/e function list !6 agree 8 disagree$1 ,tudents &ill
discuss t/e reasons in groups1 3ac/ group s/ould /a4e a note ta.er &/o &ill record
/o& often t/e gi4en p/rases are used1
Procedure: 6ndi4idual action @ Group &or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
Part ;
+iretion%: =rite 2rue !2$ or ?alse !?$ next to eac/ statement1
2ell students t/at t/ey &ill do a s/ort 7ui- about tra4el broc/ures1
2/ey &ill &or. in groups1
After CC? as. t/e note ta.ers /o& many correct ans&ers t/eir groups /a4e1
Procedure: 6ndi4idual action @ Group &or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
)+
Part ?
+iretion%: Consider and discuss t/e 2ra4el 0roc/ure Rubric1
As. students &/at t/e re7uirements for t/e pro5ect must be1
3licit t/e categories of t/e rubric1
,/o& t/em t/e final rubric1
Procedure: 6ndi4idual action @ Group &or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
Part C
+iretion%: Distribute t/e /andouts containing t/e information about 'alaysia,
(-be.istan and ,erbia, and8or t/e replies from your students> pen pals1 ,tudents may
use t/e p/otos from t/ese countries or searc/ for images on t/e 6nternet1
6n groups students &or. on t/eir tra4el broc/ures in t/e form of t/e &allpaper or
Po&erPoint presentation1
'a.e sure you assigned roles appropriate for P0%1 6deally, form groups of six
&/ere t/ere &ill be t/e follo&ing roles: Group %eader, Note 2a.er, Researc/ Runner,
Cbser4er, 2ime.eeper and Presenter1
Procedure: 6ndi4idual action @ Group &or. @ Cpenclass feedbac. !CC?$
6nteraction: 2,s, ,s,s, ,s2
III. Clo%ure 2? minute%3
Getting students in4ol4ed in t/e pro5ect experience
'a.e a display of students> products1
2/is can be done as a display of &allpapers or students can upload t/eir
presentations on t/e blog or else&/ere on t/e internet1
3ncourage students to as. tra4el agencies to publis/ t/eir broc/ures1
)9
APPEN+ID 1 E FUNCTION7 LI7T
Adapted from %ongman 3ssential Acti4ator, %ongman 1FF; !pp1 <<*, <<+$
AGREEING
.)en you a$ree %tron$ly .)en you a$ree .)en you a$ree ,ut not
%tron$ly
AbsolutelyP Nes1 2/at>s a really good
idea1
6 suppose so1
3xactlyP 6 .no&1 6 guess so1
6 couldn>t agree more1 6 agree1
2/at>s rig/t1 8 Nou>re rig/t1
+I7AGREEING
.)en you di%a$ree ,ut you 'ant to ,e
"olite
.)en you di%a$ree %tron$ly
6 .no&, butQ No, it isn>t1
6 see your point, butQ 2/at>s not true1
6 .no& &/at you mean, butQ 6 disagree &it/ you1
6>m not so sure about t/at1 6 completely disagree &it/ you1
);
APPEN+ID * E FUIG
=rite 2R(3 !2$ or ?A%,3 !?$ next to eac/ statement1
11 Nour tra4el broc/ure s/ould /a4e a sentence t/at &ill get your audience to read t/e
rest of your broc/ure1
#1 2ra4el broc/ures are intended only for people &/o tra4el a lot1
)1 Al&ays try to include indept/ detail of t/e location1
*1 Nou s/ould list main features of t/e location in bullet points1
+1 Nou s/ould &rite s/ort sentences1
91 Nour tra4el broc/ure s/ould /a4e correct spelling, grammar and punctuation1
;1 2/e 4isuals !p/otos, grap/ics$ are not so important for t/e tra4el broc/ure1
<1 6f you ta.e information from textboo.s or &ebsites, you s/ould document t/e source1
F1 6f you &ant to s/are t/e information about t/e place t/at you got from your pen pal,
you do not need to &rite do&n /is8/er name because /e8s/e is not a famous person1
1"1 Nour tra4el broc/ure s/ould /a4e practical information suc/ as &eat/er conditions,
local food, transportation or entertainment1
HE@:
11 2
#1 ?
)1 ?
*1 2
+1 2
91 2
;1 ?
<1 2
F1 ?
1"1 2
)<
APPEN+ID 6
Making A Brochure : Travel Brochure Rubric
Teacher Name:
Student Name: ________________________________________
CATEGORY 4 3 2 1
Writing -
rgani!ation
Each section in
the travel
brochure has a
clear format
and layout.
Almost all
sections of the
travel brochure
have a clear
format and
layout.
Most sections
of the travel
brochure have
a clear format
and layout.
Less than half of
the sections of
the travel
brochure have a
clear format and
layout.
"ontent -
Accurac#
All facts in the
travel brochure
are accurate.
99-90% of the
facts in the
travel brochure
are accurate.
89-80% of the
facts in the
travel brochure
are accurate.
Fewer than 80%
of the facts in
the travel
brochure are
accurate.
$ources
Careful and
accurate
records are
kept to
document the
source of 95-
100% of the
facts and
graphics in the
brochure.
Careful and
accurate
records are
kept to
document the
source of 94-
85% of the
facts and
graphics in the
brochure.
Careful and
accurate
records are
kept to
document the
source of 84-
75% of the
facts and
graphics in the
brochure.
Sources are not
documented
accurately or are
not kept on
many facts and
graphics.
%ocabular# an&
'ra((ar
The travel
brochure
contains
correctly used
several new
words. There
are no
grammatical
mistakes in the
text.
The travel
brochure
contains
correctly used
a few new
words. There
are no
grammatical
mistakes in the
travel brochure
after feedback
from a teacher.
The authors try
to use some
new
vocabulary, but
may use 1-2
words
incorrectly.
There are a
few
grammatical
mistakes in the
brochure after
feedback from
a teacher.
The authors do
not incorporate
new vocabulary.
There are
several
grammatical
mistakes in the
brochure even
after feedback
from a teacher.
'raphics)*ictures
Graphics go
well with the
text and there
is a good mix
of text and
graphics.
Graphics go
well with the
text, but there
are so many
that they
distract from
the text.
Graphics go
well with the
text, but there
are too few
and the
brochure
seems "text-
heavy".
Graphics do not
go with the
accompanying
text or appear to
be randomly
chosen.
Date Created: +un ,-. 2,14 ,2:2/ p( 0"1T2
)F
*"