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

    Final Project for Teaching Teens and Pre-teens

    Spring 2014Group 2

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

    Date: 13 May, 2014

    Part 1: Context and Rationale

    1. General information:

    Title of project: Teenage Fashion 2014Age of students: 13-14Language level of students: Pre-IntermediateAmount of time you meet per week: three 45-minute lessonsFocus: 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 studentsawareness of theinfluences of fashion on the life and personal style of teenagers and to encourage them to thinkabout what is appropriate fashion for them.Students will work individually and in collaborative groups to gather and analyze the responses tothe project's driving question:Am I fashionable? What is the role of fashion in the life of ateenager?Students will work on the skills related to vocabulary, grammar, writing, reading, listening andspeaking.Using the knowledge of vocabulary and structures related to fashion, students will create wordcards covering the vocabulary related to fashion, their own fashion sketch (in pair, group orindividually), 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. Thedesigners will enter the contest for the best designer organized as part of the project. Thewinners 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 studentsand 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 fewteachers, students from another class in the same school and, if possible, parents. All work will also bepublished in a magazine-like form on the internet, and other groups of students invited to comment andjoin.

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    Revision and Feedback: publicly presented work will be commented by peers and otherteachers

    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 languageassociated 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 fortheir 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 vocabularyto 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 fo r 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 objectiveswith 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 descriptionof 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", "tomatch, 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.

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    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 theentry 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 studentsprogress 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

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    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 worktasksObjectives:

    Being elicited by the teacher, students will be able to answer general questions about youthfashion, clothes preferences and creating onesfashion style (90% accuracy).Having reviewed the proper vocabulary items, at the end of the lesson students will be able to usethem in a short oral presentation giving advice on what people should wear on certain occasionswith 90% accuracy.

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

    I. Warm-up (15 min.)Goal:to raise studentsinterest 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 amall in the United States. (http://www.youtube.com/watch?v=wGrlLYFU4aM) T asks students to payattention to the items of clothing the teenagers are wearing. Students watch the video and then they askTsquestions 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?

    http://www.youtube.com/watch?v=wGrlLYFU4aMhttp://www.youtube.com/watch?v=wGrlLYFU4aMhttp://www.youtube.com/watch?v=wGrlLYFU4aMhttp://www.youtube.com/watch?v=wGrlLYFU4aM
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    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 andparts 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 ofthe body. T draws five columns on the blackboard, with the following headings: Head/ Upper Part of theBody/ 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 begrouped in pairs. Each pair will be given a photo of a famous person (Appendix 2). Students look at thephoto 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 andT asks: What is(famous person) wearing? The student holding the photo answers, or if he/she cannotname all the clothes, T asks other students to answer. All the words naming the items identified are putdown 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 alsomonitors that all items are put in the correct column and that students make suggestions of other clothesthey are aware of. After the activity, the blackboard looks the following:

    ClothesHead Upper Part of

    the BodyLower Part of

    the BodyThe Entire

    BodyFeet 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, miniskirt

    Dress,tracksuit,suit, pin

    striped suit,coat

    Socks, sandals,high heels, flipflops, 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 (asrendered in Appendix 3) which T places on the blackboard. Ss are told that the poster represents differentclothing materials and patterns. On one side of the blackboard T attaches different labels with the namesof the materials and patterns mixed up. T asks the students to volunteer and match each label to theproper 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 theactivity.

    T has the Ss grouped in pairs again. T prepares a series of places/ occasions that are of interestfor teenagers (a party, a disco, a theatre play etc.) and prepares them beforehand on separate pieces ofpaper. These places/ occasions should include:

    1. At school2. At the cinema3. At the theatre

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    4. At a concert5. At a disco6. At a party7. On a mountain trip8. At the seaside9. In the park10. On a field trip11. At the zoo12. At the supermarket13. At a wedding14. On a picnic15. At homeEach 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 thatthey are supposed to give as many details about the clothing items as they can, including patterns andmaterials.

    T also indicates other means of suggesting, except shouldand puts them down on theblackboard 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 tothe following rubric:

    Collaborative Work Skills : What should I wear?

    Teacher Name:

    Student Name: ________________________________________

    CATEGORY 4 3 2 1

    Preparedness Uses proper clothingvocabulary requiredby the task and isready to work.

    Almost entirelyuses the requiredclothingvocabulary in thetask and is readyto work.

    Very poorly andinsecurely uses therequired clothingvocabulary in thetask and does notseem willing towork.

    Does not use the requiredclothing vocabulary in thetask and seems totallyunwilling to work.

    Focus on thetask

    Consistently staysfocused on the task

    and what needs tobe done.Successfullyinteracts with theother student tocomplete the task.

    Focuses on thetask and what

    needs to be donemost of the time.The other studentinvolved in thetask can count onhim/ her.

    Focuses on thetask and what

    needs to be donesome of the time.The other studentmust sometimesremind to keep thisperson on-task.

    Rarely focuses on the taskand what needs to be

    done. Lets the otherstudent do the work.

    Accuracy Actively looks for andsuggests answers tothe questions.

    Looks for andsuggests answersto the questions,

    Very feebly looksfor and suggestsanswers to the

    Does not actively look forand does not suggestanswers to the questions.

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    Proves to accuratelyuse the new clothingvocabulary items andmodal verbs incontext.

    but with a fewmistakes.

    questions. Provesto use the newvocabulary andgrammar in contextnot so accurately.

    Proves to use the newvocabulary and grammarin context inaccurately(does not remember thenames of clothes, cannotmake 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 theirfavourite 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)

    http://visual.merriam-webster.com/clothing-articles/clothing.phphttp://visual.merriam-webster.com/clothing-articles/clothing.phphttp://www.enchantedlearning.com/dictionarysubjects/clothing.shtmlhttp://www.enchantedlearning.com/dictionarysubjects/clothing.shtmlhttp://www.enchantedlearning.com/dictionarysubjects/clothing.shtmlhttp://visual.merriam-webster.com/clothing-articles/clothing.php
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    Appendix 3Patterns 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

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    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 theclothes\fashion vocabulary, speaking, listening and writing a summary of the text).

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    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 situationsrelated 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 reviewthe new vocabulary from lesson 1 about theclothes\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 yourclothes influence your mood? Do you follow the latest fashion?).Now the students can ask you the questions. Answer either Yes,I am.Yes,I doorNo,I am not.No, I dont.Students ask and answer the questions in pairs.Tip: You may add more information to your answersYes,I am. I always buyfashionable journals.Encourage the students to do the same.2.Students work in groups of three\four and brainstorm lists of words associated withclothes and fashion (recycling activity from Lesson 1).Teacher encourages them tothink only of nouns.3. After 2 minutes, ask each group to write their words on the board or on the posterpaper and hang it on the board. The secretary of each group pronounces correctly eachword 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 Th

    hat, cap, glasses, sunglasses, hair

    band, hair clip, straw hat, umbrellajacket, waistcoat, T-shirt,

    shirt, jumper, sweater,

    blouse, anorak, blazer, top,sweatshirt

    trousers, shorts, jeans,

    skirt, leggings, tights,

    mini skirt

    dress, t

    striped

    1. JumbledWords.Teacher writes on the board words the students have recentlylearnt or ones they have difficulty spelling with the letters in jumbled order and asks

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    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, userstroBracelet, wallet, leggings, blazer, tights, sneakers, necklace, gloves, waistcoat, trousersVariation: Erasingwords.Teacher writes on the board about ten words which are

    difficult to spell, and gives the class a minute to photograph them. Teacher points toone word, and then erases it, students write it down from memory. And so on, until allwords have been erased. Students exchange papers and check the spellings (mutualevaluation).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 wordCLOTHES. Students work individually and write different verbs: wear, put on, fi t ,sui t , match, try on, and g o 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: f it, sui t, match, try on, go with,wear. Students work in pairs\groups and define the meaning of these verbs usingthe dictionary or the Internet if they need a help.

    What does the verb fitmean?

    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 gowithmean?

    When do we usually say: Itfits you very well?

    3.Teacher asks students to match the verbs and their definitions. Students workindividually, 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 attractiveTo match, to go with to combine wellTo try on to put a piece of clothing to see if it fits and how it looksTo 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)

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    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 dontthink so!Activity 3: Language Focus (20 min.)

    Goal:to practice the grammar associated with reading, speaking and writing aboutclothes and fashion, specifically using the correct verbs with vocabulary about the themeof the topic.

    1. Teacher asks students to make up situations with the given words. Students work inpairs, make up short situations and then present them to class.

    put onelegantjacketsuitshirt presentable well-dressedskirtblouseneatsuit- bracelet affordablecasualtrainerspay attention to - wear can afford totieofficialsuitfit- belt flashypay attentionbootsstylish - match jeansone-color trainersneatfashionable- T-shirt sweaterjumperaccessorywearsmart

    2. Teacher asks students to read the text quickly and fill in the gaps with the words andexpressions from the list on the board and think about the title for the text.sty l ish - keep up w ith - good taste - bother abou t - casual - stand ou t - wel l -

    dressed - dist inctFashion is a great thing that we have to (1) ____________, whether you like it or

    not. Anyway itsimportant to look attractive. But it doesntmean that you should be afashion-conscious. It may turn to a waste of money. If a person doesnthave (2)

    _______ he is not able to put things together. Trendy people want to (3) __________ ina crowd and look (4) _______ from others, but sometimes they dontlook (5) _______.

    First of all, think clothes should suit you. If you have good taste you can buy a bigrange of styles and always look fashionable. But clothes should suit the occasion, andput 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 choosethings according to your personality and character, and youlllook (8) __________ evenif you wear something.

    1). Students read the text quickly in silence and fill in the words and expressions fromthe list on the board. Then they work in small groups of 3-4, compare their texts withfilled words and expressions and think about the title for the text. After the groupsbrainstorm for 2 minutes teacher writes titles on the board and students choose thebest 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 thewhole class and writes them on the board. Example:

    to look fashionable and attractive,to have good tasteto buy suitable clothes

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    to choose things according to onespersonality, characterto look stylishto differ from othersnot 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 equallyon the task.4.Teacher asks students to exchange their summaries with other peers to read, enjoyand make some corrections if needed. Teacher should remind students to focus on themain 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 theirfashion clothes. Students do their task on special papers (see Hand-outs), they maydraw their fashion clothes and describe them. Students hang out their works around theclass for other peers to read, enjoy and make corrections if needed. After that teachercollects all of them, pins all papers together and name this Fashion Lovers of OurClass.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

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    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 thetopic.

    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, containingall main facts from the

    text.

    Good organization

    of the summary,containing most

    main facts from the

    text.

    Little

    organizationof 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 isboring 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, usecorrectly Present Simple, Present Continuous, Simple Past and Present Perfect to talkabout fashion choices

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    Lesson Objectives: Working in pairs and given the sentences describing favourite clothes,

    students will be able to correct mistakes in spelling, pronunciation andmeaning in their colleagueshomework assignments, and come up with fivesentences describing their frienedsfavourite 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 andlabel all the clothes, accessories, patterns, colors and materials with minorspelling mistakes.

    At the end of the lesson, students will be able to present their creations, with90% accuracy in the use of vocabulary and some minor pronunciationmistakes.

    List of materials needed: textbook audio CD (Way to Go 4+, Skolska KnjigaZagreb), templates for fashion designe sketches (free templates from theinternet), printed handouts with listening comprehension task, picturedictionary (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 classroomprojector)

    Steps/brief description of activities:

    Lesson Part/Time Material needed Description AssessmentLead In (15 min): Revision from the last lesson (whole class activity): Who are our class fashionlovers?

    1.1. Who likeswearing this?agame (5 min)

    - word cards (one ofevery student):

    Appendix 1 (for theexamples)

    When students enterthe classroom theteacher hands them aword card each.When they sit, the

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    - magnets or pins(depending on theboard and the age ofstudents

    teacher explains thatthey are forminggroups to play a gameaccording to whichpart of the body wewear the clothing item

    on their card.Students read thewords aloud, namethe part of the bodyand join their groups.When groups areformed the teacherpoints to the display ofworks from theprevious lesson. Theaim of the game is tofind a drawing or a

    description thatcontains the word andpin the card on it ornext to it (dependingon the board) Theteacher measurestime: 2 minutes. Thewinning team is theone that has no cardsor the smallestnumber of cards left.

    1.2 Friends advise...

    (5 min)

    - word cards

    (Appendix 1 for theexamples)

    The teacher asks

    students to take onecard from the boardagain (a differentone), choose to givethat item to somebodyin the class,explaining the reason(it goes well, etc. - theteacher recalls theword list from theprevious lesson.

    After students havepicked a card andspoken, they go backto their seats and theteacher collects thecards.

    From their seatsvolunteers comment

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    of the pieces of advice(useful/ flattering/ theyliked or disliked it)

    Main activ i ty (30 min):

    2.1 Listening (10 min) Appendix 2: audiotape with the listening

    task and thetapescript

    (taken from Way toGo 4+ by OlinkaBreka, Maja Mardesic,Skolska Knjiga,Zagreb, Lesson 20, p.119)

    Appendix 3:-a printed hand outwith the sentences to

    complete

    Students listen tothree young people

    talk about theirpreferences in fashionand complete thesentences given tothem on a piece ofpaper.

    After checking thecompleted sentences,students add thesame sentencesabout themselves

    (individual work).

    The teacher goesaround the classroomto check that allstudents have correctsentences.

    Volunteers read theirsentences.

    The teacher correctsthe written sentences.

    2.2a Choice A: Create

    your dream outfit:students draw theirfashion sketches andlabel the items.(10 min)

    - Appendix 4:

    templates for thesketchboy/girl

    - paper sheets

    -colored pencils (acouple of sets in casesome students forgetto bring theirs

    The teacher explains

    that the students willdesign their perfectoutfit. First they haveto choose:

    - the season and thetype of clothes

    - to work in pair, groupof four or individually.

    Students group and

    the teacher displaysthe rubric for theactivity and remindsthe students to thedictionary, word cardsand previous workson display, which arefound in theclassroom, as well as

    Rubric

    peer feedback

    teacher feedback

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    their notebooks withword lists and notes.

    The teacher monitorsthe work and helpsthe students with

    questions andsuggestions.

    2.2b Choice B: Reportabout a fashion lover -creating interviewsand recording thepronunciation and themeaning of fashionwords(10 min)

    -paper sheets fornotes to help with thequestions

    - a device for audiorecording (mobilephone, camera)

    Choice B: Teacher willexplain that thestudents who chooseto be interviewerscompile a list of 5questions in whichthey need to find outabout a student'spresent outfit andgeneral taste and

    opinion about fashion.When reporters havethe questions, theyask one of the gueststudents for theinterview. First theygo through thequestions together tocheck for errors. Thenthey go to the teacherfor the final check.They are ready to

    record the interview.When they finish, theylisten to it again andmake notes of all thewords related tofashion that havebeen mentioned.

    peer feedback

    teacher feedback

    2.3 Students presenttheir first drafts(10 min)

    The teacher remindsthe students of thetime and as theyfinish, they come topresent their first

    draft.

    the teacherencourages otherstudents to giveconstructive feedback,based on the rubricfor the activity. Thenthe teacher praises

    peer feedback (oral)

    teacher feedback(oral)

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    the good points andpoints to parts thatneed to be improved.

    Closure (5 min ):

    3.1 Instructions forfinishing the work at

    home

    Teacher instructs"designers" how to

    continue working ontheir sketches andtheir presentations tocreate the finalversion for the nextlesson. Students willbring the final versionof the fashion sketchand the create theword cardsrepresenting all theitems used in sketch.

    The teacher instructsthe "reporters" how topractice thepronunciation of allthe words mentionedin the interview withthe help of an onlinedictionary, and, ifpossible, recordthemselvespronouncing the

    words and bring therecording to school orsend it to the teachervia email.

    The most commonmistakes, omissionsand problems arebriefly discussed.

    3.2 Written homeworkassignment

    Both designers andreporters have to writea short reflective

    paragraph.

    Rubric

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    Appendix 1: Word cards

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    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. 119Tapescript:

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    Appendix 3: Listening taskCan 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 wearingI usually wear

    I have always wanted to wear/have.. but.

    The last thing I bought was..

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    Appendix 4:The fashion design templates

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    Appendix 5:Assessment the scoring rubric for the sketch:

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    Appendix 6:The rubric for the designers oral presentation

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    Appendix 7:The rubric for the reporters oral presentation

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    Lesson 4 (Emad)