5Step Template – TEFL Subject: Fashion

Name: Bianca BarronGrade Level: Junior 2 Date: December 1st, 2011

Objective

-Students will be able to create their own fashion wardrobe as well as be able to describe it using learned vocabulary words.

Assessment

-Students will work in pairs to create and design a new fashion wardrobe. They will design three articles of clothing that are suitable to wear to casual events or to dressy or formal events. The students will be encouraged to use their own ideas while composing their designs and descriptions.

Opening (5 min)

  • BCP include: review the rules, write the ranking numbers on the board and remind them to aim for a participation score of 5, write the topic of the lesson on the board.
  • I will inform the students that we will be discussing fashion and clothes. I will ask them to think about their favorite celebrity and how he/she dresses. Also, to think and write down how they individually dress when they are not at school; what they like to wear verses what they do not – I will give them a few minutes to quickly write down their thoughts. This opening will work as a brainstorming tool that the students can go back to when they are assigned their independent practice activity.

Introduction of New Material

INM: Learn about different articles of clothing that make up a fashionable wardrobe. Differences between casual and formal clothes, as well as new vocabulary will be introduced by using new vocabulary and visual aids.

  • My INM will begin by asking a few students to share with the class what they have written about their celebrity. This will be a refresher of the last previous lesson(s) on movies and music. In those two lessons one vocabulary word was “celebrity.” This word will be connected to the topic of fashion, as we discuss how their favorite celebrities dress.
  • As they are doing so, I will show slides of the celebrities listed (depending on who they say – some celebrities such as Justin Beiber, Lady Gaga and Rihanna will be included). This short discussion will lead us to the topic of the day “Fashionable Wardrobes.”
  • This will be the title of the lesson’s PowerPoint slide show. The first slide will show a picture of a few outfits (one casual and one dressy) with the saying, “Dress to Impress.”
  • The next will be the “Topic of the Day: Fashionable Wardrobes.” It will also include the Chinese pinyin translation (Shízhuāng). The following slide will be the new word, “wardrobe” in English and in Chinese pinyin. Then the next will be the two words together: Fashionable Wardrobe.
  • The slideshow will have a few slides of different pieces of clothing: Jeans, Pants, Shorts, Skirts, T-Shirts, Blouses, Dresses, Suits, etc. – Some slides will have pictures of celebrities that are wearing the attire discussed. For example a picture of Rihanna in a dress and Justin Beiber in jeans, etc.
  • Along with the pictures, translation words will be listed as well. However, we will mainly focus on the English pronunciation. Some vocabulary words would include:

- Shízhuāng - Fashion
- Yīguì - Wardrobe
- Yīfú – Clothes
- Lǐfú- Dress
- Shìhé – Suit

  • After the picture slides, I will have a slide reviewing the different articles of clothing. Explaining that not all pieces can be worn together or at the same time. “Can you wear jeans while you wear a pair of shorts?” I will ask the students question on what we discussed, along with their opinions. “Do men usually wear skirts?” “How do you feel about men wearing skirts?” etc.
  • At the end of these slides, I will show them a t-chart that lists which item of clothing would be considered “dressy/formal” and which item of clothing would be considered “casual.” – These two topics will be included in previous slideshow slides. This will take the place of a visual aid that leads us into the GP.

Group Practice:

  • I will begin by reading the 1st paragraph of the handout that I passed out at the beginning of class (depending on the classes expected behavior, I may pass these out when we begin the GP so it does not cause an initial distraction during the Introduction to New Material). The handout will be a combination of articles I found that describe the different ideas and example of casual and dress/formal attire. I will read the first paragraph aloud and then we will read the following as a group (or call on volunteers to do so aloud).
  • Having them read aloud will warm up their speaking skills – especially on the new vocabulary words that will be used primarily in their independent practice.
  • One example: “A suit is often worn to a formal event such as a dinner party or a wedding.”
  • After reading the handout, we will together create and fill out a Venn-diagram that compares and contrasts dressy vs. casual wear. Then, we will create our own fashion outfit/wardrobe. *This part of the GP will be completely focused by the students input.
  • The students will raise their hands and state which pieces of clothing they want to combine to make an outfit.
  • Students will also volunteer to draw on the board there ideas and additions to the outfit that we are creating. The drawings will be directed by out Venn-diagram.
  • Looking over what we have drawn and written on the board will lead us to our IP.
  • Scaffolding will involve including more and additional items of clothing as well as more advanced vocabulary words. Also, having the students volunteer to use (previously learned) descriptive words to describe the classes wardrobe.

Independent Practice

  • I will tell the students, “Okay now it is your turn to write and create your own fashion wardrobe! You will be the fashion designer.” – (depending on the class, they will do so independently or with a partner).
  • I will have the instructions listed on the PowerPoint.
  • …”On your piece of paper, please write your English name and class number at the top. ”
  • The slide will direct them to:
  • Create your own fashion wardrobe!
  • Write three sentences that describe your fashionable wardrobe.
  • Draw three examples of clothing that you would have in your own fashionable wardrobe. Try your best to include at least three vocabulary words that we discussed today. (The new vocabulary will be listed and defined on the board).
  • I will reiterate that they must include new vocabulary words. This will be useful when they present their finished product to the class.
  • After the students have completed their assignment, I will call on volunteers to read aloud their three descriptive sentences and share their wardrobe drawings with the class. Those who share will receive a sticker.

*I am hoping that we will have enough time to share a few of the students’ fashion wardrobe with the class. If not, then this lesson will be reviewed in our next class.

* For more advanced classes, they will write a sentence that describes each outfit. Rather than including three vocabulary words, they must include all (5) of them. For extended work, they could write which celebrity they would like to wear their creation and why.

*Another option would be for the students to ask and answer their partners such as “Do you like clothes?” “Do you like wearing a casual wardrobe or a dressy/formal wardrobe?” etc.

Closing (5 min)

  • It seems that this may be a long lesson that may need to follow on to the next class. However, I will close the lesson by reviewing what we have learned. I will show a slide that has visual pictures and a short summary of the lesson.
  • I will ask the students questions such as, “Who can tell me what the word fashion means?” etc. “What would you wear for a casual outfit?” or “Is a suit considered casual or dressy/formal?” etc.
  • End of Class Procedure: I will give class points for the day and comment on their level of class participation.