Upcycling your clothes (A1.1 CEFR) – 75′

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I have been creating flipcharts and lessons with the material: Bohle, D. & Parker, S. (2018). Keynote Elementary. Cengage Learning and National Geographic.

The best way of using videos or listening tracks is through this website: http://bre.eltkeynote.com/ted-talk-videos/elementary  (you have to log in and use the code on the first page of the book). 

Other than that, you can use the ted.com website https://www.ted.com/talks/jessi_arrington_wearing_nothing_new#t-266635

-> Breakdown fit: This is the fourth lesson in Unit 2. By now students will have had 8 lessons total. 

-> Slides 3, 5, 7, 9, 11, 13, 15, 17 are for the feedback stage of the lesson.

Lesson: https://docs.google.com/presentation/d/1M-GVUwGNv6UuAUYkAYuDdEJMtOWiWUu3XUlfAroJVoE/edit?usp=sharing 

[Slide 1]

1. Introducing the topic of the lesson

  • Interaction: T – SS
  • Timing: 2′
  • Monitoring: —
  • Feedback: Only if needed (you may have to explain what ‘upcycling’ is)
  • Steps: Show the first slide, talk about the topic
  • Comments:

[Slide 2]

2. Lead-in

  • Interaction: T – SS / (S – S) / (Ss-S)
  • Timing: 10′
  • Monitoring: Check whether students are answering the questions correctly and if they need any help with new vocabulary. 
  • Feedback: Board new vocabulary, board some answers
  • Steps: Clarify the questions and write the chunks so students can start answering them.
  • The questions are: “What clothes do you like wearing together?”

“What clothes you do not like wearing?”

“How many clothes do you own?”

[Slide 4]

3. Video Task 1 (discussion and skimming)

  • Interaction: T – SS (while presenting the task and watching the video) / (S-S) / (Ss-S)- while discussing the meanings and the question “what are the impacts?”
  • Timing: 10′
  • Monitoring: Check whether students understand the meaning of the bold words, take your time in order to make them feel as comfortable as they can.
  • Feedback: Board new vocabulary, board some of the answers to the second question
  • Steps:
  • Students read the following:
  • This is Jessi Arrington. She loves wearing crazy, colourful outfits. But she never buys new clothes. Instead, she buys unique second-hand clothes for her wardrobe.
  • The teacher works on the bold word meanings, work on the topic and then students watch the first part of the video. If you are using the keynote website you’ll use the clip 2.10, if you are using the ted website play the video up to 1’20”
  • Ask students what are the impacts (or consequences) of doing what she does? (1. she spends less money 2. her money goes for a good cause 3. she is helping the environment)

 

[Slides 6 & 8]

4. Video Task 2 (more detailed information/scanning)

  • Interaction: T – SS (while presenting the task and watching the video) / (S-S) / (Ss-S)- while discussing and checking their answers.
  • Timing: 20′
  • Monitoring: Check whether students are following the video
  • Feedback: After watching the video, board new vocabulary and students’ contributions.
  • Steps:
  • [Slide 6] Students watch the clip 2.11 (or from the ted website 1’54” – 4’20”). You can pause the video because here students are only going to talk about the type of clothes (skirt, dress, jeans, boots, high heels, etc + colours) – explore the combinations. 
  • [Slide8] Ask students how she relates the days – clothes – colours and feelings. Work on the first one with them, and then give more examples: Be who you are / colour is powerful / be confident

[Slides 10 & 12]

5. Video Task 3 (follow-up)

  • Interaction: T – SS  / (S-S) / (Ss-S)
  • Timing: 10′
  • Monitoring: Check whether students understand the questions.
  • Feedback: Board new vocabulary and the students’ answers. 
  • Steps:
  • [Slide 10] Students read the statement on the board “If you think you are good in something, you almost certainly do”. They discuss whether they agree with that or not. 
  • [Slide 12] Students read the other question on the board “Do you agree that if youlook good, you have a good mood?” / and the extension question “What puts you in a bad mood?”

 

[Slide 14]

6. Video Task 4 (Vocabulary work)

  • Interaction: T – SS (while presenting the task and watching the video) / (S-S) / (Ss-S)- while discussing and checking their answers.
  • Timing: 10′
  • Monitoring: Check whether students understand the questions.
  • Feedback: Board new vocabulary and the students’ answers. 
  • Steps: If you are using the keynote platform play the clip 2.12 / if you are using the ted website, make sure you use the subtitles. Remember to use the new vocabulary in sentences (either true or false or asking questions to peers).

Is it going to be my size?

It’s almost impossible to be in a bad mood when you’re wearing red pants.

Remind them of their 7-year-old.

It’s not going to fit back in my tiny suitcase.

There’s always going to be another crazy, colourful, shiny outfit for me.

[Slide 16]

7. Presentation skills (keynote material)

  • Interaction: T – SS / (S-S) / (Ss-S)
  • Timing: 10′
  • Monitoring: Check whether students understand the questions.
  • Feedback: Board new vocabulary and the students’ answers. 
  • Steps: I personally like this part since it gives students more autonomy. Even if they are basic students. 

When giving a presentation, it’s a good idea to use a lot of body language:

– Keep your body open

– Stand up straight

– Gesture with your hands open

– Make eye contact with the audience

– Smile

 

  • Ask students to watch the video again and check if Jessi does these things.
  • Students use these to talk about their clothes combination and how they feel.

[Slide 18]

8. Presentation skills (keynote material)

  • Interaction: T – SS / SS-T
  • Timing: 3′
  • Monitoring: —
  • Feedback: Only if needed.
  • Steps: Go over what they have seen and hopefully learnt in this lesson.

[Slide 19]

9. Revisit the lesson topic

  • Interaction: T – SS / SS-T
  • Timing: 2′
  • Monitoring: —
  • Feedback: Only if needed.
  • Steps: Show students the topic of the lesson

[Slide 20]

10. Teaser

  • Interaction: T – SS / SS-T
  • Timing: 2′
  • Monitoring: —
  • Feedback: Only if needed.
  • Steps: Ask a question related to the next lesson to trigger students’ engagement. 

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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