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Olga Lucía Arias GarzónI.E. SANTA LIBRADA

Neiva

Lesson plan designed by:

1

Theme:

Length of Class:

Number of students:

Language Focus:

Approaches Followed: Skills:

Aims

Main aim:

Subsidiary aims:

Fast Fashion, Sustainability

90 min

40

Grammar

Vocabulary

Functions

Other

Co-Teaching

Communicative Approach

Project Based Learning

PPP

Active Learning

Task Based Learning

Problem Based Learning

Other

Reading

Listening

Writing

Speaking

By the end of this lesson, students will be better able to give suggestions on how to help the environment by avoiding fast fashion through planning a video campaign.

• To be more aware of fashion habits and their negative impacts.

• To use zero and first conditional to talk about the effects of bad habits on the environment.

• To plan a video campaign to take care of environment avoiding fast fashion.


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Timetable fit and assumed knowledge:

(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this

lesson?)

Performance indicators:

Knowing:

Doing:

Being:

Learning to learn:

This lesson is part of Module 3: Sustainability. This is Lesson 1 in a series of lesson in this project. In this lesson, students organise team work and set the tips to plan a video to stop fast fashion.

Previously, students have learnt about present perfect to talk about experiences and also, they used unreal con-ditionals to express their desire to change current situations. Additionally, they have learnt about the conditional grammar structure.

In this module students will be able to know the zero and first conditional grammar structure. They should identify the condition and the results based on the correct tense (simple present and simple future).

Differentiates the structures of real conditions

Recognises general and specific information in narrative and descriptive oral and written texts related to fast fashion and environment.

Shares opinions about fast fashion and its effects on the environment using defined expressions.

Creates a video to promote the good habits to take care of the environment.

Values and respects the environment.

Assumes a critical position about social issues.

Uses memory strategies to remember the new grammar topic (grouping and patterns). Interacts with other peers to improve language skills.


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10Content:

Anticipated problems: Planned solutions

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

Lexical :

Grammar:

Expressions about fashion: • To be trendy/cool/fashionable/ unfashionable. • To be in fashion. • To come into fashion. • To go out of fashion. • To wear designer labels. To be stylish. • To follow the latest fashion. • To be interested in fashion. • To shop in trendy stores. • To spend money on clothes/buying clothes.

Expressions about environment:• This area was affected by… • The Earth’s atmosphere is …• All our products are biodegradable.• The people try to diminish the pollution…• We must protect the environment.• Pollution can harm animals and the environment.• Industrial waste can• Reduce, reuse, recycle.

Conditionals: Zero and first conditional.

Teacher will develop an activity in the website Educaplay to match sentences with the correct tense, then they should write some examples on the board.

Teacher will provide tips to plan a video campaign through a rubric.

A printable version from the online exercises is provided.

Teacher will use the previous rubric to peer assessment.

Some students might have problems to create sentences in present simple, past simple and future simple.

Students might have problems to plan a video campaign.

School does not have access to internet

Students do not pay attention to their classmates when they are presenting their plan about the videos.

Conditional Uses Condition tense Result tense Example

ZERO Talk about real situations that always are true in the present.

Present simple Present simple If you reduce your waste, you help the environ-ment.

FIRST Talk about real possibilities which effects are in the present or the future.

Present simple Future simple If you avoid fast fashion, you will stop rapid pro-ductions of new clothing lines.

Warmer

Time and Interaction

(8 min)

To set the context.

On the board, Teacher (T) writes a list of words related to fashion and environment. T makes two columns, one for fashion and the other for environment. T divides Students (Ss) into two teams and assigns a column to each team.

T asks Ss to write the words under the correct column a fast as possible. SS from each team write a word in the assigned column until all the words from the list are categorised.

T checks the words with a whole class. List of words: *reuse *trendy *cool *reduce* stylish *fashionable * waste *unfashionable *atmosphere *clothes *planet * stores *shopping *disaster *pollution *colourful *animals *extravagant *recycle *nature

T – Ss(2 min)

GW(4 min)

T-Ss (1 min)

Stage aims

Procedure

PRE

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Lead in

Predicting

(15 min)

(5 min)

To learn expressions about fashion, environment and opinions. To improve collaborative work

To present the topic in context.

T tells Ss that they will use two different Word searches to identify expressions about fashion and environment (Worksheet 1). T gives just one Word search to each group. T tells Ss that each Word search contains the list of expressions and one example to guide them. Ss work in groups to find the expressions.

T asks SS to read the expressions they found. Ss write the expressions on the board and share with the class. Ss write the list of new expression in their notebook.

T provides Ss With the Worksheet 2 and asks them to guess the answers to the question in activity 1 Predicting. For each question they have three choices to select only one. When Ss finish, T asks them to share their answers with the rest of the class. Then Ss have the opportunity to check if their answers are correct or wrong.

T-SS (5 min)

GW (5min)

T-Ss (5min)

T-Ss (2min)

WC (3 min)

Stage aims

Stage aims

Procedure

Procedure

PRE

PRE

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Skimming task/ reading for gist

Scanning



(7 min)

(8 min)

To learn about fast fashion and ethical shopping.

To identify ethical habits from the text.

T tells Ss to continue with activity 2 from the worksheet 2. Ss will work in pairs, read the text Ethical shopping and check their predictions.

T checks their predictions by giving them the answer keys.Answer key: 1-B; 2-A; 3-C.

T tells Ss to do the activity 3 from worksheet 2. Ss should finish the sentences based on the information from the text. T tells Ss that an example is provided.

Ss work in groups of four. When they finish, they read their sentences, then they will decide which sentences are the closest to the information found in the text.

T asks each group to share one of the sentences they came up with. T provides feedback.

PW (5 min)

T-Ss (2 min)

T-Ss (1 min)

GW (5 min)º

T-Ss (2 min)

Stage aims

Stage aims

Procedure

Procedure

WHILE

WHILE

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Grammar


(10 min)

To identify zero and first conditional

T asks Ss to visit the website EDUCAPLAY and click in the link https://es.educaplay.com/es/recursoseducativos/4122468/grammar_tips_conditionals.htm to do an activity about zero and first conditionals.

Ss work in pairs and match the statements and sentences with the correct conditional. A printable version is provided in Worksheet 3 activity 1.(Answer Key. Zero-a; First Conditional-a, d).

T asks Ss to share their answer to identify each conditional (Zero and First)(if your students do not remember the present and future tenses, they can practice in the same website with this link - https://es.educaplay.com/es/recursoseducativos/3857044/english_tenses.htm).

T-Ss(2 min)

PW(5 min)

T-Ss(3 min)

Stage aims

Procedure

WHILE

aB

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Grammar practice

Writing task



(6 min)

(22 min)

To practice with sentences in zero or first conditional.To identify conditions and results.

To plan a video campaign to take care of the environment by avoiding fast fashion.

T tells Ss to continue with activity 2 from worksheet 3. Ss match two columns to create correct sentences with zero or first conditional related to fast fashion and the problems that it causes to the environment. T tells Ss that an example is provided.Answer Key: 1-F; 2-B; 3-A; 4-C;5-E; 6-D.When Ss finish, they will share their answers with the rest of the class.T asks Ss to classify the sentences according to the conditionals (zero=Z, first = F) to identify if the grammar structure has been understood and then, share their answers.

T asks Ss to work in group of five to plan a video campaign to take care of the environment by avoiding fast fashion. T tells Ss that they should take into account the information given in the text Ethical Shopping, especially the facts that trigger negative actions and impact on the environment. Also, T tells Ss that they must use zero or first conditional in their plans.

T provides and explains to Ss a rubric which guide them to plan a video.

Ss should work on a Word file and plan their video campaign according to the rubric aspects and descriptors.

T-Ss (2 min)

WC (2 min)

T-Ss (2 min)

T-Ss (2min)

T-Ss (2 min)

GW (18 min)

Stage aims

Stage aims

Procedure

Procedure

WHILE

POST

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Feedback


(10 min)

To assess the lesson.

T asks Ss to assess their classmates´ plan with the rubric.

Groups read their plan for the campaign to the other two groups. Then, SS identify if the groups follow the aspects from the rubric. Groups write comments to provide feedback.

T asks students to report what they found. T wraps up by saying how important it is to be aware of these negative impacts.

T-Ss(1 min)

GW(8 min)

T-Ss(1 min)

Stage aims

Procedure

POST

Materials Needed

1. Two alphabet soups about fast fashion and environment.2. Laptops 3. Internet to develop activities on the website Educaplay (if we do not have internet a printable version is available).4. Worksheets 5. Rubric with tips to plan a video campaign.

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ALPHABET SOUP

Team 1: Work in teams and find into the alphabet soup 15 words or expressions related to fast fashion

Worksheet 1

FASHION EXPRESSIONS

T R E N D Y S T O R E E D T O

K O L W E F T N M X A D D X S

G H B J R T B N S E L F W H P

U J K E D E W Q G O H A G N E

X C V B T S D F O G H C J K N

L P O Y U R I C R E W H Q A D

B V C X Z L E K J H G J F S M

N Q W D F B G N H J K I L Q O

E Q R T O Y U I D O P L A S N

S D F T G H K L Z Y X O C V E

C L O T H I N G F A C T O R Y

B U Y I N G C L O T H E S V B

S H O P P I N G C E N T R E S

N M A S D H S I L T S E B O T

D T O B E F A S H I O N D F G

FASHION EXPRESSIONS

T R E N D Y S T O R E E D T O

K O L W E F T N M X A D D X S

G H B J R T B N S E L F W H P

U J K E D E W Q G O H A G N E

X C V B T S D F O G H C J K N

L P O Y U R I C R E W H Q A D

B V C X Z L E K J H G J F S M

N Q W D F B G N H J K I L Q O

E Q R T O Y U I D O P L A S N

S D F T G H K L Z Y X O C V E

C L O T H I N G F A C T O R Y

B U Y I N G C L O T H E S V B

S H O P P I N G C E N T R E S

N M A S D H S I L T S E B O T

D T O B E F A S H I O N D F G

Worksheet 1

Expressions

To be trendyTo spend moneyTo be stylish.Buying clothesTrendy storeTo be in fashionTo be coolColorful clothesClothing FactoryShopping centres

Expressions

Industrial waste.To be affectedTo recycleSecond-hand clothes.The Earth´s atmospherePollution can harmTo be biodegradable

Team 2: Work in team and find into the alphabet soup 7 expressions related to the environment.


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10CONDITION RESULT

1. If people in Britain want to know more about the products they buy,

A. they want to work in Green Peace.

B. they want to know how our planet is treated when food, drinks and clothes are produced.

C. they want to work in a factory.

2. If clothing factories make conditions safer for workers,

A. they won´t to repeat disasters like Bangladesh.

B. they won´t earn enough money.

C. they won´t be trendy

3. If people use second-hand clothes, A. they are poor.

B. they are out of fashion.

C. they are recycling

Reading

Activity 1: PredictingBefore you read the text, guess the correct statements by matching the condition with one of the results. Choose A, B or C.

Worksheet 2

Activity 2: ReadingRead the text and check if your predictions are correct.Ethical shopping

Many people in Britain want to know more about the products they buy. They want to know how people, animals and our planet are treated when food, drinks and clothes are produced. You can check the labels on your clothes to see which countries they are made in. Some clothing manufacturers have been accused of employing children and of allowing unsafe conditions in their factories. One clothing factory in Bangladesh killed many workers a few years ago. After that, the British public have started to wake up to the question of where and how their clothes are produced. After this disaster a number of brands seen in the British shopping centres, including Primark, Marks and Spencer and H&M, have made a deal to give money each year to pay for factory inspections and to help make conditions safer for workers. People are becoming more and more interested in where their clothes are made, who they are made by, and in what conditions. They want their clothes to look good AND to be ethical. Most fashion manufacturers now have sections of their websites with information about their workers and their environmental policies.

Pre-loved clothes: old clothes used to be called ‘second-hand’ or ‘hand-me-downs’. Nowadays people also say ‘vintage’ or ‘pre-loved’. Recycling by buying used clothes is popular in the UK, especially with young people. In Britain you can buy cheap used clothes from charity shops such as Oxfam. Well-known celebrities wear used clothes too. Celebrities like Kate Moss and Katy Perry are big fans of vintage clothes and are often seen wearing second-hand clothes and accessories. Another way to recycle is to adapt the clothes you already have. The BBC ran a clothes recycling competition aimed at teenagers. The competition was to redesign an old pair of jeans to create a new garment or accessory. The winners took part in a fashion master class and then showed their final designs on the catwalk in Paris.

Taken and Adapted from: https://learnenglishteens.britishcouncil.org/uk-now/read-uk/ethical-shopping


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Appendix 1

If fashion manufactures provides information about their environmen-tal policies,

….

If the British want to buy cheap used clothes, ….

If a teenager takes part in the BBC clothes recycling competition, ….

Zero Conditional. a. Talks about real situations that always are true in the present

b. Talks about real possibilities which effects are in the present or the future

First Conditional a. If you avoid fast fashion, you will stop rapid productions of new clothing lines

b. You use present tense in both clauses.

c. If you reduce your waste, you help the environment

d. The “if clause” has a verb in present tense and the main clause has future tense.

Activity 3: ComprehensionFinish the sentences based on the information from the text.Example: If people buy too much clothes, they produce too much waste.

Worksheet 3: GrammarActivity 1: match the conditional with the correct use and sentence.

(Printable version, for the virtual version click here: https://es.educaplay.com/es/recursoseducativos/4122468/grammar_tips_conditionals.htm)


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Answer sheet

CONDITION RESULT

1 If you avoid fast fashion, A. you use clothes with toxic trail.

2 If a store put a recycling point, B. you decrease the water pollution.

3 If you buy in stores that promote fast fashion, C. you will reduce the environmental impacts.

4 If you choose eco-friendly fabric, D fashion companies will reuse materials to create new clothes.

5 If fashion companies deliver frequent new collec-tions,

E. they are focused on fast fashion.

6 If you donate your clothes to charity, F. you will keep your clothing in use for longer.

Activity 2: Practice. Match the condition with its correct result.

RUBRICIn your group, plan a video campaign on how to reduce the negative impacts on fast fashion in your city. First, assess your video plan. Then, assess your classmates video plan answering the questions below (yes = Y no = N).

Adapted from The environmental costs of fast fashion. https://www.independent.co.uk/life-style/fashion/environment-costs-fast-fashion-pollution-was-te-sustainability-a8139386.html

Descriptors My Group Questions Group 1 Group 2

This is the group of people you are targeting, i.e sixth grade.

Is the audience specific?

It should be according to the topic fast fashion

Is their campaign related to fast fashion and its consequences?

Who will appear in the video Is there a list of characters?

Write what do you want to say in your video. You have to use zero or first conditional and vocabulary from this class.

Did the group prepare a script? What do you think about it?

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