University of Oregon, final project for TEPT e-course

Spring 2014
Final Project for Teaching Teens and Pre-teens

Spring 2014
Group 2

Names of participants in group: Sanja Bozinovic, Alina-Mihaela Simut, Tatyana
Kashapova , Emaddudin Rajab Badawe

Date: 13 May, 2014

Part 1: Context and Rationale

1. General information:

Title of project: Teenage Fashion 2014
Age of students: 13-14
Language level of students: Pre-Intermediate
Amount of time you meet per week: three 45-minute lessons
Focus: listening, speaking, writing, discussion, pair work, group work, presentation.


Other relevant information:
Students can be in classes of different size, girls and boys.



2. Project Description:
The main purpose for implementing this project is to raise the students awareness of the
influences of fashion on the life and personal style of teenagers and to encourage them to think
about what is appropriate fashion for them.
Students will work individually and in collaborative groups to gather and analyze the responses to
the project's driving question: Am I fashionable? What is the role of fashion in the life of a
teenager?
Students will work on the skills related to vocabulary, grammar, writing, reading, listening and
speaking.
Using the knowledge of vocabulary and structures related to fashion, students will create word
cards covering the vocabulary related to fashion, their own fashion sketch (in pair, group or
individually), describe orally and in writing different clothes and their fashion choices.
For the final product of the project students will choose to be fashion designers or reporters. The
designers will enter the contest for the best designer organized as part of the project. The
winners and a group of guest students invited from another class will be interviewed by students-
reporters.
The best individual products will be chosen by a group of students, teacher and guest students
and teachers.
All work will be shared both in the classroom and on the internet:
the vocabulary cards and the sketches will be presented to a wider audience consisting by a few
teachers, students from another class in the same school and, if possible, parents. All work will also be
published in a magazine-like form on the internet, and other groups of students invited to comment and
join.


University of Oregon, final project for TEPT e-course
Spring 2014
the interviews will be presented in a simulation of a TV show in the classroom, which can be recorded to
be shared with a wider audience by uploading the recording on the school webpage for other students,
teachers and parents to watch.

Goal: Students will become familiar with language related to fashion, and they will be able to
describe youth fashion styles, using appropriate language and structures.



Entry event to capture student interest : a short video about a teenage fashion show organized at a
mall in the United States. (http://www.youtube.com/watch?v=wGrlLYFU4aM)

What product (artifact or performance) will enable students to demonstrate their learning?

Products will enable students to demonstrate their learning design and describe their own fashion
clothes:
Individual product 1: a page of a special class picture dictionary containing a fashion
designer sketch, word cards for fashion related words used to create the sketch and a
short reflective paragraph in which the student explain his/her choice;
Individual product: 2: a recorded interview with a colleague, a recorded word list of
fashion related words used in the interview and a recorded audio of a reflective paragraph
explaining the student's attitude towards the interviewee's choice.


Collaborative product 1 :"Fashion Parade" show in the classroom during which all the
work of the "young designers" will be presented, after the class a magazine with all the
sketches, vocabulary cards and short written paragraphs produced by young designers
will be either published online or printed and kept in the school library
Collaborative product 2: "Teenage Fashion 2014" TV show simulation in the classroom,
with a wider audience, if possible, during which all the interviews will be listened to and all
the "reporters" will pronounce the words and present their comments. After the class
audio recordings can be gathered for online publication or used to present the class work
to a wider audience.


Other elements of PBL:
Significant content: the topic of clothes and following fashion is one of the important topics
in the life of a teenager;
Need to know: there is a challenge to learn the vocabulary and structures to create
and present a perfect outfit for a teenager
A driving question: Am I fashionable? is a question that will attract students attention and
make the students want to learn to get to the answer
Voice and choice: students are given options to choose among two very different final
products - one more suitable for introvert and visual learning style, the other more suitable
for extrovert and more auditory learners. Also, there is the choice to work in pairs and
groups
Communication and collaboration: students will work in pairs and groups, with the teacher
guiding and facilitating, in a few stages of the project
Creativity: the final project is an original creative product
Inquiry and innovation: students will be given opportunity to search individually for
answers to learn more than offered as part of the lessons, as well as to share their work
using innovative ways
21
st
century skills: students will be offered opportunity to share their work online
Publicly presented product: students will present their work to wider audience which will
consist of other teachers and students from other classes in their school and other school


University of Oregon, final project for TEPT e-course
Spring 2014
Revision and Feedback: publicly presented work will be commented by peers and other
teachers


How will students benefit from participation in this project?
The topic of fashion is popular with students. This project will help students to learn and use the language
associated with clothes and fashion.
Students will develop their imagination and language skills to create and describe their own clothes and
their ideas of what is fashionable.
Students will develop critical thinking skills by analyzing their choices of materials, appropriate clothes for
their age and different situations.
They will practice showing appreciation and criticizing other people's choices in a polite way.


Part 2: Learning Objectives

3. Language Development

Language Skills: speaking, listening, reading, writing, grammar, vocabulary

Core vocabulary to be learned :
Fashion Clothes Accessories




Grammar points and/or sentence frames to be learned:

Tenses:
Present Simple: I usually wear... He/she usually wears....
Present Continuous: He/she is wearing.... I'm wearing....
Simple Past: The last thing I got/bought/ ...
Present Perfect Simple: I have always wanted... He/she has always wanted....

Giving and asking for advice:
You should...
You ought to...
Why don't you...?
How about wearing...?
I suggest wearing...
I suggest that you wear...



4. What are the learning objectives with measurable outcomes of the project?


1. At the end of the project students will be able to include new vocabulary in an oral and written description
of their favorite clothes with 90% accuracy.
2. At the end of the project students will be able to explain the meaning of the verbs: "to fit", "to suit", "to
match, to go with", "to try on", "to wear" and to use them with suitable nouns with no mistakes.
3. At the end of the project students will be able to speak accurately, creating at least 10 simple sentences,
using the present simple and present continuous tenses, with 80% accuracy.
4. At the end of the project students will be able to create and describe their own clothes with at least 85 %
grammar and punctuation accuracy.


University of Oregon, final project for TEPT e-course
Spring 2014

Part 3: Learning Activities & Assessment


5. Anticipated challenges in implementing this project and how these can be addressed:

Possible challenge: Possible solution:
There is no Internet connection in the classroom and the
entry event is a You Tube video
If possible, download the video before the lesson
The teacher cannot obtain the listening activity from the
third lesson and there is only a transcript in the lesson
The teacher can read the transcript or ask a group of
senior students to record it for the class to listen
There is no internet connection and students cannot
upload the online versions of individual products
Students can send them via email to the teacher or
volunteers who can upload the material at home.







6. Assessment of students progress during and at the end of the project:

Lesson 1
Lesson 2
Lesson 3: peer feedback, teacher feedback, rubrics
Lesson 4



7. List of appendixes in the project:
For Lesson 1:


For Lesson 2:


For Lesson 3:
Appendix1:
Appendix 2:
Appendix 3:
Appendix 4:
Appendix 5:
Appendix 6:
Appendix 7:


For Lesson 4:

Lesson plans:
Lesson 1: Am I fashionable?
Lesson 2: Is Fashion a Great Thing?
Lesson 3: The best young fashion designers and reporters
Lesson 4


University of Oregon, final project for TEPT e-course
Spring 2014




Part 4: Example Product by individual













Lesson 1 (45 minutes): Am I fashionable?

(Alina)
Topic: reviewing and learning vocabulary related to clothes and fashion

Lesson goals/objectives:
Project goal: ability to communicate about youth fashion styles individually and in group work
tasks
Objectives:
Being elicited by the teacher, students will be able to answer general questions about youth
fashion, clothes preferences and creating ones fashion style (90% accuracy).
Having reviewed the proper vocabulary items, at the end of the lesson students will be able to use
them in a short oral presentation giving advice on what people should wear on certain occasions
with 90% accuracy.



List of materials needed: blackboard/whiteboard, pictures, video, and prompts
Steps/brief description of activities:



I. Warm-up (15 min.)
Goal: to raise students interest in the topic

T introduces the topic of the new lesson: clothes and fashion.
T starts by asking students to carefully watch a short video about a teenage fashion show organized at a
mall in the United States. (http://www.youtube.com/watch?v=wGrlLYFU4aM) T asks students to pay
attention to the items of clothing the teenagers are wearing. Students watch the video and then they ask
Ts questions engaging in a start-up conversation about their fashion preferences. Thus, T asks them:
1. What do think about the clothes teenagers are wearing in the video?


University of Oregon, final project for TEPT e-course
Spring 2014
2. Is fashion important to teenagers? Why?
3. Do you wear the same clothes as the teenagers in the video?
4. Would you like to participate to such an event?
5. What would you wear?


II. Main Activity: revision and consolidation of fashion vocabulary items and
parts of the body (30 min.)

Part 1: T tells students that they will review the items of clothing in detail, according to the main parts of
the body. T draws five columns on the blackboard, with the following headings: Head/ Upper Part of the
Body/ Lower Part of the Body/ The Entire Body/ Feet/ Accessories

Ss draw the same columns in their notebooks. When they are ready, T tells them that they will be
grouped in pairs. Each pair will be given a photo of a famous person (Appendix 2). Students look at the
photo and try to identify the items of clothing each famous person is wearing.
Then one student from each pair comes in front of the class, presents the photo to the class and
T asks: What is (famous person) wearing? The student holding the photo answers, or if he/she cannot
name all the clothes, T asks other students to answer. All the words naming the items identified are put
down in the correct column. While identifying the items of clothing, students also review the use of Present
Continuous.

T monitors students and helps them to name the clothing items they are unaware of. T also
monitors that all items are put in the correct column and that students make suggestions of other clothes
they are aware of. After the activity, the blackboard looks the following:


Clothes
Head Upper Part of
the Body
Lower Part of
the Body
The Entire
Body
Feet Accessories
Hat, cap,
glasses,
sunglasses, hair
band, hair clip,
straw
hat, umbrella

Jacket,
waistcoat, T-
shirt, shirt,
jumper,
sweater,
blouse, anorak,
blazer, top,
sweatshirt
Trousers,
shorts, jeans,
skirt, leggings,
tights, mini
skirt
Dress,
tracksuit,
suit, pin
striped suit,
coat
Socks, sandals,
high heels, flip
flops, boots,
trainers,
slippers,
sneakers,
wellington boots
Belt, watch,
wallet, purse,
handbag, tie,
necklace, beads,
gloves,
bracelet, mittens

After having revised the clothing vocabulary items, T provides the students with a poster (as
rendered in Appendix 3) which T places on the blackboard. Ss are told that the poster represents different
clothing materials and patterns. On one side of the blackboard T attaches different labels with the names
of the materials and patterns mixed up. T asks the students to volunteer and match each label to the
proper image. Thus they learn new words: print, striped, polka dot, checked, herringbone, wool, cotton,
silk, velvet, satin, fur, leather, suede, denim, lace, strass, collar, pocket, button, zipper, and sleeve.


Part 2: Having reviewed the clothing vocabulary items, T goes on to the second part of the
activity.
T has the Ss grouped in pairs again. T prepares a series of places/ occasions that are of interest
for teenagers (a party, a disco, a theatre play etc.) and prepares them beforehand on separate pieces of
paper. These places/ occasions should include:
1. At school
2. At the cinema
3. At the theatre


University of Oregon, final project for TEPT e-course
Spring 2014
4. At a concert
5. At a disco
6. At a party
7. On a mountain trip
8. At the seaside
9. In the park
10. On a field trip
11. At the zoo
12. At the supermarket
13. At a wedding
14. On a picnic
15. At home
Each pair draws a piece of paper from a bowl; after each pair is given the set location they are
told that they have to decide what people their age should wear at that particular event. T tells Ss that
they are supposed to give as many details about the clothing items as they can, including patterns and
materials.
T also indicates other means of suggesting, except should and puts them down on the
blackboard for the entire class to use:
You should...
You ought to...
Why don't you...?
How about wearing...?
I suggest wearing...
I suggest that you wear


Ss work together and present their advice/ activity to the class. T provides feedback according to
the following rubric:

Collaborative Work Skills : What should I wear?

Teacher Name:

Student Name: ________________________________________

CATEGORY 4 3 2 1
Preparedness Uses proper clothing
vocabulary required
by the task and is
ready to work.
Almost entirely
uses the required
clothing
vocabulary in the
task and is ready
to work.
Very poorly and
insecurely uses the
required clothing
vocabulary in the
task and does not
seem willing to
work.
Does not use the required
clothing vocabulary in the
task and seems totally
unwilling to work.
Focus on the
task
Consistently stays
focused on the task
and what needs to
be done.
Successfully
interacts with the
other student to
complete the task.
Focuses on the
task and what
needs to be done
most of the time.
The other student
involved in the
task can count on
him/ her.
Focuses on the
task and what
needs to be done
some of the time.
The other student
must sometimes
remind to keep this
person on-task.
Rarely focuses on the task
and what needs to be
done. Lets the other
student do the work.
Accuracy Actively looks for and
suggests answers to
the questions.
Looks for and
suggests answers
to the questions,
Very feebly looks
for and suggests
answers to the
Does not actively look for
and does not suggest
answers to the questions.


University of Oregon, final project for TEPT e-course
Spring 2014
Proves to accurately
use the new clothing
vocabulary items and
modal verbs in
context.
but with a few
mistakes.
questions. Proves
to use the new
vocabulary and
grammar in context
not so accurately.
Proves to use the new
vocabulary and grammar
in context inaccurately
(does not remember the
names of clothes, cannot
make suggestions).

Extra activity:

III. Closure (5 min.)
T explains that for the following class Ss will have to to write a short paragraph at home about their
favourite clothes (what they enjoy wearing, at which event etc.)




Useful links to help the students review the vocabulary they need to do the homework assignment:
Merriam-Webster Visual Dictionary Online:
http://visual.merriam-webster.com/clothing-articles/clothing.php

http://www.enchantedlearning.com/dictionarysubjects/clothing.shtml


Appendixes:
1.
Teen Vogue Fashion Show at Carolina Place mall.mp4


Appendix 2 (enlarged and presented to the students on an A4 format each)




University of Oregon, final project for TEPT e-course
Spring 2014






Appendix 3 Patterns and materials poster
print, striped, polka dot, checked, herringbone, wool, cotton, silk, velvet, satin, fur, leather, suede,
denim, lace, strass, collar, pocket, button, zipper, and sleeve



University of Oregon, final project for TEPT e-course
Spring 2014












Lesson 2 (45 minutes): Is Fashion a Great Thing?
(Tatyana)


Topic: Is Fashion a Great Thing?
(working in pairs and groups students will be reviewing and expanding the
clothes\fashion vocabulary, speaking, listening and writing a summary of the text).


University of Oregon, final project for TEPT e-course
Spring 2014

Lesson goals/objectives:
At the end of the lesson students will be able to pronounce and spell the clothes\fashion
vocabulary words with 90% accuracy.
At the end of the lesson students will be able to explain the meaning of the verbs: "to fit",
"to suit", "to match, to go with", "to try on", "to wear" and correctly use them in situations
related to the theme of the lesson in Present Simple with minor mistakes.
At the end of the lesson students will be able to write a summary of the text with minor
spelling and grammar mistakes (85% accuracy).

List of materials needed: poster paper, pictures, blackboard\whiteboard,
prompts, printed cards with words, scoring rubrics printed.
Steps/brief description of activities:

Activity 1: Warm-up (10 min.)
Goal: to encourage students and to review the new vocabulary from lesson 1 about the
clothes\fashion.
1. Teacher writes 3 yes\no questions on the board with the words in the wrong order.
For example:
in\you\fashion\interested\Are?
your\Do\mood\influence\your\clothes?
fashion\you\Do\latest\the\follow?
The students sort the words to make questions. (Are you interested in fashion? Do your
clothes influence your mood? Do you follow the latest fashion?).
Now the students can ask you the questions. Answer either Yes, I am. Yes, I do or
No, I am not. No, I dont.
Students ask and answer the questions in pairs.
Tip: You may add more information to your answers Yes, I am. I always buy
fashionable journals. Encourage the students to do the same.
2. Students work in groups of three\four and brainstorm lists of words associated with
clothes and fashion (recycling activity from Lesson 1).Teacher encourages them to
think only of nouns.
3. After 2 minutes, ask each group to write their words on the board or on the poster
paper and hang it on the board. The secretary of each group pronounces correctly each
word on the list and all students repeat it after him\her. Teacher corrects if it is needed.
4. When all groups have contributed and reviewed the vocabulary, teacher asks
students to work in groups and to fill in the words into the appropriate column.

Head Upper Part of the Body Lower Part of the Body The Entire Body Feet Accessories
hat, cap, glasses, sunglasses, hair
band, hair clip, straw hat, umbrella

jacket, waistcoat, T-shirt,
shirt, jumper, sweater,
blouse, anorak, blazer, top,
sweatshirt
trousers, shorts, jeans,
skirt, leggings, tights,
mini skirt
dress, tracksuit, suit, pin
striped suit, coat
socks, sandals, shoes, high
heels, flip flops, boots,
trainers, slippers, sneakers,
wellington boots, Doc
Marten's shoes
belt, watch, wallet, purse, handbag, tie,
necklace, beads, gloves, bracelet, mittens
1. Jumbled Words. Teacher writes on the board words the students have recently
learnt or ones they have difficulty spelling with the letters in jumbled order and asks


University of Oregon, final project for TEPT e-course
Spring 2014
students to create as many words as they can. Teacher supplies with the key (self-
evaluation). Example:
Celetbra, letwal, ginleggs, zerbla, ghtsti, kersneas, laceneck, vesglo, coatwaist, userstro
Bracelet, wallet, leggings, blazer, tights, sneakers, necklace, gloves, waistcoat, trousers
Variation: Erasing words. Teacher writes on the board about ten words which are
difficult to spell, and gives the class a minute to photograph them. Teacher points to
one word, and then erases it, students write it down from memory. And so on, until all
words have been erased. Students exchange papers and check the spellings (mutual
evaluation).
Activity 2: Vocabulary Build (10 min.)
Goal: to enlarge clothes\fashion vocabulary.
1. Teacher asks students to name the verbs which are associated with the word
CLOTHES. Students work individually and write different verbs: wear, put on, fit,
suit, match, try on, and go with.
2. In pairs students compare their lists of verbs. Are they similar or different?
Teacher writes the words on the board and asks students to look at the
difference between the following verbs: fit, suit, match, try on, go with,
wear. Students work in pairs\groups and define the meaning of these verbs using
the dictionary or the Internet if they need a help.
What does the verb fit mean?
What about the meaning of the verb suit?
Can you explain the meaning of the verb match? Name the synonym.
What is the synonym to the verb wear?
What does the verb go with mean?
When do we usually say: It fits you very well?

3. Teacher asks students to match the verbs and their definitions. Students work
individually, then exchange their papers and check up (mutual-evaluation).
To fit to be the right shape or size for smb.
To suit to make you look attractive
To match, to go with to combine well
To try on to put a piece of clothing to see if it fits and how it looks
To wear - to have smth. on your body as a piece of clothing

4. Teacher asks students to look at the slide and use the correct form of each verb
(Present Simple) to fill in the blanks: fit (2), match (2), suit, wear, try on, and go.
Teacher supplies students with a key (self-evaluation).
1. A: How about those trousers? They..............you perfectly. (fit)
B: Yes, but they're too casual for the occasion.
2. A: What about the red shirt? It .....................your trousers. (suit)
B: You are right! I haven't ..................it for ages.
3. A: This dress is great. Why don't you ...............it on? (try)
B: The color doesn't ....................me. (match)
4. A: What do you think of this shirt?
B: It doesn't .................with the trousers. (go)


University of Oregon, final project for TEPT e-course
Spring 2014
5. A: What about these two colors? Do you think they.........................? (match)
B: Sure!
6. A: That coat really ..................Bill. (fit)
B: Oh, no, I dont think so!
Activity 3: Language Focus (20 min.)
Goal: to practice the grammar associated with reading, speaking and writing about
clothes and fashion, specifically using the correct verbs with vocabulary about the theme
of the topic.
1. Teacher asks students to make up situations with the given words. Students work in
pairs, make up short situations and then present them to class.
put on elegant jacket suit shirt presentable
well-dressed skirt blouse neat suit- bracelet
affordable casual trainers pay attention to - wear
can afford to tie official suit fit- belt
flashy pay attention boots stylish - match
jeans one-color trainers neat fashionable- T-shirt
sweater jumper accessory wear smart

2. Teacher asks students to read the text quickly and fill in the gaps with the words and
expressions from the list on the board and think about the title for the text.
stylish - keep up with - good taste - bother about - casual - stand out - well-
dressed - distinct
Fashion is a great thing that we have to (1) ____________, whether you like it or
not. Anyway its important to look attractive. But it doesnt mean that you should be a
fashion-conscious. It may turn to a waste of money. If a person doesnt have (2)
_______ he is not able to put things together. Trendy people want to (3) __________ in
a crowd and look (4) _______ from others, but sometimes they dont look (5) _______.
First of all, think clothes should suit you. If you have good taste you can buy a big
range of styles and always look fashionable. But clothes should suit the occasion, and
put you in the right mood for the day. But there are people who do not (6) __________
fashion, they just want to (7) ___________ in a crowd by wearing something unusual,
old-fashioned or trendy. Actually, Im not such a person and I guess you should choose
things according to your personality and character, and youll look (8) __________ even
if you wear something.
1). Students read the text quickly in silence and fill in the words and expressions from
the list on the board. Then they work in small groups of 3-4, compare their texts with
filled words and expressions and think about the title for the text. After the groups
brainstorm for 2 minutes teacher writes titles on the board and students choose the
best one.
2). Students return to the text again, this time reading for specific details. Teacher asks
students in groups to identify the important facts from the text.

3). After the groups brainstorm for 3 minutes, teacher elicits the main facts from the
whole class and writes them on the board. Example:
to look fashionable and attractive,
to have good taste
to buy suitable clothes


University of Oregon, final project for TEPT e-course
Spring 2014
to choose things according to ones personality, character
to look stylish
to differ from others
not to be a fashion-conscious
3. Teacher asks students individually to write a summary and express their own attitude
to fashion. Teacher reminds students that important facts from the text may help them.
Another choice: students can write the summary of the text in pairs, collaborating equally
on the task.
4. Teacher asks students to exchange their summaries with other peers to read, enjoy
and make some corrections if needed. Teacher should remind students to focus on the
main ideas in the paragraph and then on spelling, grammar and etc.
Activity 4: Closure (5 min.)
1. Teacher explains that for the following class students will have to describe their
fashion clothes. Students do their task on special papers (see Hand-outs), they may
draw their fashion clothes and describe them. Students hang out their works around the
class for other peers to read, enjoy and make corrections if needed. After that teacher
collects all of them, pins all papers together and name this Fashion Lovers of Our
Class. The following questions may help them.
1. Do you like to look fashionable and attractive?
2. What style do you prefer, casual, fleshy or formal? Why?

3. What do you usually wear? Why?
4. What clothes do you hate to wear? Why?
5. What are you wearing now?
6. What colors look best on you?
7. Do you buy brand name clothing?
8. Do your clothes influence your mood? How?
9. Do you wear accessories? Which ones?
10. What does it mean "to look stylish"?
Writing Summary Rubric: Is Fashion a Great Thing?

Teacher Name: Mrs. Kashapova


Student Name:
__________________ ________________________________________



CATEGORY Excellent Good Fair Poor


University of Oregon, final project for TEPT e-course
Spring 2014

Vocabulary Spelling Correct spelling of the
new words about the
topic.

Correct spelling of
the new words,
making 1-2 mistakes
about the topic.
Correct
spelling of
the new
words,
making 3-5
mistakes
about the
topic.
Wrong spelling of
the most words,
making more than
5 spelling mistakes
about the topic.

Grammar Structure Excellent use of Present
Simple Tense (positive
and negative
sentences).1-2 errors are
present.
Good use of Present
Simple Tense
(positive and
negative sentences).
3-4 errors are
present.
Fair use of
Present
Simple Tense
(positive and
negative
sentences).
5-6 errors are
present.
Poor use of Present
Simple Tense
(positive and
negative
sentences). More
than 6 errors are
present.

Organization Excellent organization of
the summary, containing
all main facts from the
text.
Good organization
of the summary,
containing most
main facts from the
text.
Little
organization
of the
summary,
containing 1-
2 main facts
from the text.
Poor organization
of the summary,
containing no facts
from the text.

Task Completion Summary is completed
very well, including
students own attitude to
the topic; it is interesting
and easy to read.
Summary is
completed well,
including students
attitude to the topic;
it is interesting and
easy to read.
Summary is
partly
completed,
including
students
attitude to
the topic; it is
boring and
difficult to
read.
Summary is not
completed, not
including students
attitude to the
topic; it is boring
and difficult to
read.

Date Created: May 13, 2014 12:26 pm (CDT)
Lesson 3 (45 minutes)
(Sanja)
Topic: The best young fashion designers and reporters

Lesson goals/objectives:
Goal: ability to use the vocabulary related to clothes and accessories accurately, use
correctly Present Simple, Present Continuous, Simple Past and Present Perfect to talk
about fashion choices



University of Oregon, final project for TEPT e-course
Spring 2014
Lesson Objectives:
Working in pairs and given the sentences describing favourite clothes,
students will be able to correct mistakes in spelling, pronunciation and
meaning in their colleagues homework assignments, and come up with five
sentences describing their frieneds favourite clothing items with 80%
accuracy.
Given a short listening task, students will be able to use the key words related
to fashion, to complete the sentences in Present Simple, Present Continuous,
Simple Past and Present Perfect ,to show comprehension of the reading task,
with minor spelling and grammar mistakes and in the limited time.

At the end of the lesson, students will create their own fashion sketch and
label all the clothes, accessories, patterns, colors and materials with minor
spelling mistakes.

At the end of the lesson, students will be able to present their creations, with
90% accuracy in the use of vocabulary and some minor pronunciation
mistakes.


List of materials needed: textbook audio CD (Way to Go 4+, Skolska Knjiga
Zagreb), templates for fashion designe sketches (free templates from the
internet), printed handouts with listening comprehension task, picture
dictionary (online if there is a computer, or a paper copy), scoring rubric
printed (or on the computer monitor and shown with the help of the classroom
projector)






Steps/brief description of activities:

Lesson Part/Time Material needed Description Assessment
Lead In (15 min): Revision from the last lesson (whole class activity): Who are our class fashion
lovers?
1.1. Who likes
wearing this? a
game (5 min)
- word cards (one of
every student):

Appendix 1 (for the
examples)
When students enter
the classroom the
teacher hands them a
word card each.
When they sit, the



University of Oregon, final project for TEPT e-course
Spring 2014

- magnets or pins
(depending on the
board and the age of
students
teacher explains that
they are forming
groups to play a game
according to which
part of the body we
wear the clothing item
on their card.
Students read the
words aloud, name
the part of the body
and join their groups.
When groups are
formed the teacher
points to the display of
works from the
previous lesson. The
aim of the game is to
find a drawing or a
description that
contains the word and
pin the card on it or
next to it (depending
on the board) The
teacher measures
time: 2 minutes. The
winning team is the
one that has no cards
or the smallest
number of cards left.
1.2 Friends advise...
(5 min)
- word cards
(Appendix 1 for the
examples)
The teacher asks
students to take one
card from the board
again (a different
one), choose to give
that item to somebody
in the class,
explaining the reason
(it goes well, etc. - the
teacher recalls the
word list from the
previous lesson.

After students have
picked a card and
spoken, they go back
to their seats and the
teacher collects the
cards.

From their seats
volunteers comment



University of Oregon, final project for TEPT e-course
Spring 2014
of the pieces of advice
(useful/ flattering/ they
liked or disliked it)
Main activity (30 min):
2.1 Listening (10 min) Appendix 2: audio
tape with the listening
task and the
tapescript

(taken from Way to
Go 4+ by Olinka
Breka, Maja Mardesic,
Skolska Knjiga,
Zagreb, Lesson 20, p.
119)
Appendix 3:
-a printed hand out
with the sentences to
complete
Students listen to
three young people
talk about their
preferences in fashion
and complete the
sentences given to
them on a piece of
paper.

After checking the
completed sentences,
students add the
same sentences
about themselves
(individual work).

The teacher goes
around the classroom
to check that all
students have correct
sentences.

Volunteers read their
sentences.

The teacher corrects
the written sentences.
2.2a Choice A: Create
your dream outfit:
students draw their
fashion sketches and
label the items.
(10 min)
- Appendix 4:
templates for the
sketch boy/girl

- paper sheets

-colored pencils (a
couple of sets in case
some students forget
to bring theirs
The teacher explains
that the students will
design their perfect
outfit. First they have
to choose:

- the season and the
type of clothes

- to work in pair, group
of four or individually.

Students group and
the teacher displays
the rubric for the
activity and reminds
the students to the
dictionary, word cards
and previous works
on display, which are
found in the
classroom, as well as
Rubric

peer feedback

teacher feedback


University of Oregon, final project for TEPT e-course
Spring 2014
their notebooks with
word lists and notes.

The teacher monitors
the work and helps
the students with
questions and
suggestions.
2.2b Choice B: Report
about a fashion lover -
creating interviews
and recording the
pronunciation and the
meaning of fashion
words
(10 min)
-paper sheets for
notes to help with the
questions

- a device for audio
recording (mobile
phone, camera)
Choice B: Teacher will
explain that the
students who choose
to be interviewers
compile a list of 5
questions in which
they need to find out
about a student's
present outfit and
general taste and
opinion about fashion.
When reporters have
the questions, they
ask one of the guest
students for the
interview. First they
go through the
questions together to
check for errors. Then
they go to the teacher
for the final check.
They are ready to
record the interview.
When they finish, they
listen to it again and
make notes of all the
words related to
fashion that have
been mentioned.
peer feedback

teacher feedback
2.3 Students present
their first drafts
(10 min)
The teacher reminds
the students of the
time and as they
finish, they come to
present their first
draft.

the teacher
encourages other
students to give
constructive feedback,
based on the rubric
for the activity. Then
the teacher praises
peer feedback (oral)

teacher feedback
(oral)


University of Oregon, final project for TEPT e-course
Spring 2014
the good points and
points to parts that
need to be improved.
Closure (5 min):
3.1 Instructions for
finishing the work at
home
Teacher instructs
"designers" how to
continue working on
their sketches and
their presentations to
create the final
version for the next
lesson. Students will
bring the final version
of the fashion sketch
and the create the
word cards
representing all the
items used in sketch.

The teacher instructs
the "reporters" how to
practice the
pronunciation of all
the words mentioned
in the interview with
the help of an online
dictionary, and, if
possible, record
themselves
pronouncing the
words and bring the
recording to school or
send it to the teacher
via email.

The most common
mistakes, omissions
and problems are
briefly discussed.

3.2 Written homework
assignment
Both designers and
reporters have to write
a short reflective
paragraph.
Rubric






University of Oregon, final project for TEPT e-course
Spring 2014

Appendix 1: Word cards





University of Oregon, final project for TEPT e-course
Spring 2014

Appendix 2: The transcript for the listening activity


Listening tape from Way to Go 4+ by Olinka Breka, Maja Mardesic, Skolska Knjiga, Zagreb,
Lesson 20, p. 119
Tapescript:









University of Oregon, final project for TEPT e-course
Spring 2014
Appendix 3: Listening task Can you finish these sentences?
Tim is wearing
He usually wears.
He has always wanted to have

Josh doesnt understand
He usually buys
He has never been interested in
Last year he got

Brenda is wearing.
She usually goes shopping.
Last year she earned some money
Her brother has always made

I am wearing
I usually wear
I have always wanted to wear/have.. but.
The last thing I bought was..

















University of Oregon, final project for TEPT e-course
Spring 2014
Appendix 4: The fashion design templates




University of Oregon, final project for TEPT e-course
Spring 2014
Appendix 5: Assessment the scoring rubric for the sketch:



























University of Oregon, final project for TEPT e-course
Spring 2014
Appendix 6: The rubric for the designers oral presentation




























University of Oregon, final project for TEPT e-course
Spring 2014
Appendix 7: The rubric for the reporters oral presentation
























University of Oregon, final project for TEPT e-course
Spring 2014
Lesson 4 (Emad)