Name of the Teacher Date Level of the class Length of
lesson
01.10.2024 Advanced C1 60 minutes
Lesson Type: Reading skills
Lesson Topic: The Dangers Of Fast Fashion
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better By the end of the lesson, students will
able to… have…
Read for gist to identify the main ideas and grasp the overall meaning Expanded their vocabulary repertoire by successfully
of a text. comprehending key new words from the text.
Recognize and comprehend vocabulary from the text in various Demonstrated their ability to grasp the overall meaning
contexts. of a text by selecting the most suitable summary that
Locate and extract specific information from a reading text by using summarizes the text from the options provided.
targeted reading strategies and actively engaging with the content. Developed the ability to locate and extract specific
information from a reading text and respond to
comprehension questions.
Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and
one for the subskills (reading for gist and for 1. At the beginning of the course, set a language pledge or
detail/specific information) agreement encouraging students to communicate
primarily in the target language during class. Set clear
1. L1 (Spanish): expectations and consequences for using L1 excessively.
Learners may default to their first language due to comfort or Create an environment where using the target language
habit especially during discussions and activities. While some use is not just a requirement but also a shared goal for
, of L1 is natural, relying on it too much can slow down students' language improvement.
progress in learning the new language.
2. Foster a supportive and non-judgmental class
atmosphere where mistakes are seen as opportunities
2. Age (18-25):
for learning. Encourage sharing and emphasize that
Students of this age range may be inhibited in their participation everyone's contributions are valuable. Implement
because they are self-conscious and worry about looking foolish in collaborative activities that promote teamwork, reducing
front of their peers and they lack the confidence to speak up when individual pressure and fostering a sense of community.
they have something to contribute.
3. Provide content that challenges and interests advanced
3. Level (C1):
learners. Incorporate materials that expose them to
Advanced learners may feel comfortable with their language complex vocabulary, varied writing styles, and diverse
abilities, potentially leading to a lack of motivation when topics. Encourage ongoing learning by highlighting the
presented with challenging content. benefits of continually pushing their language proficiency
boundaries.
4. Subskill (Reading for specific information):
Reading for specific information can be overwhelming for 4. Teach and practice specific reading strategies for
locating specific information, provide clear tasks, and
students, they might find it difficult to discern which information is
ensure the relevance of the information to the students'
crucial and which is not, leading to confusion and hindering background, to enhance their ability to extract precise
comprehension. Advanced students may feel overly confident and details. Break down complex texts into smaller sections,
might rush through the reading material, missing important details guiding students through each part before tackling the
or deeper meanings. whole text. Provide clear instructions on what details to
focus on. Engage students in discussions about the
importance of discerning crucial information. Encourage
them to ask questions about the text, promoting a
deeper understanding of what is essential.
Authentic Text (insert reading text here or link to the listening recording)
The Dangers of Fast Fashion | Coppa
, Some of us don’t care what we wear while others seek to express
themselves through fashion. Neither is wrong nor right but no matter
where you fall on the spectrum, your buying power affects the
environment. Fast fashion is a recent global phenomenon that
arose as a result of globalisation.
This process can be defined as mass produced garments that are
readily available in record time to be purchased online or in a store.
This has been seen as a marker of progress for the fashion industry
because of how easy it is to obtain global fashions but many of us
haven’t stopped to consider what this means for the environment
and other people.
Not only does fast fashion contribute to child slavery and
sweatshops, but it also destroys the environment in a number of
ways. These include using a massive amount of electricity, water,
and natural resources to create single garments. Even after the
garment has been created, the clothing still needs to be washed and
go through wear and tear. Making clothes cheaply not only means
that the clothing does not last but also that a lot more chemicals
enter the groundwater through the process of continual washing of
synthetic fabrics.
Another problem arises from the global culture of things being “in” or “out” of fashion. This would be alright if clothing was made to be
biodegradable but instead, it’s thrown out and lies in landfills for as much as 200 years, as in the case of polyester.
Many brands such as H&M, Nike and Zara have made headlines for producing their clothes this way, but this does little to stop their
practices. The best way to change the way popular fashion brands make their clothes, is to boycott them altogether. But what will you
wear? We have the answer: sustainable fashion brands.
An example of one of these brands is To Be Frank which is based in the UK. Creators of these pieces use recycled materials to do so,
promoting products that are made from organic materials like apples. They don’t sacrifice on customer favourites, creating leather and
denim looks that are identical to those made by mainstream fashion brands, only better made and with the environment in mind.
There are plenty of other brands who are following suit in terms of creating slow fashion that is ethically sourced. Another option
lesson
01.10.2024 Advanced C1 60 minutes
Lesson Type: Reading skills
Lesson Topic: The Dangers Of Fast Fashion
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better By the end of the lesson, students will
able to… have…
Read for gist to identify the main ideas and grasp the overall meaning Expanded their vocabulary repertoire by successfully
of a text. comprehending key new words from the text.
Recognize and comprehend vocabulary from the text in various Demonstrated their ability to grasp the overall meaning
contexts. of a text by selecting the most suitable summary that
Locate and extract specific information from a reading text by using summarizes the text from the options provided.
targeted reading strategies and actively engaging with the content. Developed the ability to locate and extract specific
information from a reading text and respond to
comprehension questions.
Anticipated difficulties: Suggested solutions:
Include one relating to L1/age/level of the students and
one for the subskills (reading for gist and for 1. At the beginning of the course, set a language pledge or
detail/specific information) agreement encouraging students to communicate
primarily in the target language during class. Set clear
1. L1 (Spanish): expectations and consequences for using L1 excessively.
Learners may default to their first language due to comfort or Create an environment where using the target language
habit especially during discussions and activities. While some use is not just a requirement but also a shared goal for
, of L1 is natural, relying on it too much can slow down students' language improvement.
progress in learning the new language.
2. Foster a supportive and non-judgmental class
atmosphere where mistakes are seen as opportunities
2. Age (18-25):
for learning. Encourage sharing and emphasize that
Students of this age range may be inhibited in their participation everyone's contributions are valuable. Implement
because they are self-conscious and worry about looking foolish in collaborative activities that promote teamwork, reducing
front of their peers and they lack the confidence to speak up when individual pressure and fostering a sense of community.
they have something to contribute.
3. Provide content that challenges and interests advanced
3. Level (C1):
learners. Incorporate materials that expose them to
Advanced learners may feel comfortable with their language complex vocabulary, varied writing styles, and diverse
abilities, potentially leading to a lack of motivation when topics. Encourage ongoing learning by highlighting the
presented with challenging content. benefits of continually pushing their language proficiency
boundaries.
4. Subskill (Reading for specific information):
Reading for specific information can be overwhelming for 4. Teach and practice specific reading strategies for
locating specific information, provide clear tasks, and
students, they might find it difficult to discern which information is
ensure the relevance of the information to the students'
crucial and which is not, leading to confusion and hindering background, to enhance their ability to extract precise
comprehension. Advanced students may feel overly confident and details. Break down complex texts into smaller sections,
might rush through the reading material, missing important details guiding students through each part before tackling the
or deeper meanings. whole text. Provide clear instructions on what details to
focus on. Engage students in discussions about the
importance of discerning crucial information. Encourage
them to ask questions about the text, promoting a
deeper understanding of what is essential.
Authentic Text (insert reading text here or link to the listening recording)
The Dangers of Fast Fashion | Coppa
, Some of us don’t care what we wear while others seek to express
themselves through fashion. Neither is wrong nor right but no matter
where you fall on the spectrum, your buying power affects the
environment. Fast fashion is a recent global phenomenon that
arose as a result of globalisation.
This process can be defined as mass produced garments that are
readily available in record time to be purchased online or in a store.
This has been seen as a marker of progress for the fashion industry
because of how easy it is to obtain global fashions but many of us
haven’t stopped to consider what this means for the environment
and other people.
Not only does fast fashion contribute to child slavery and
sweatshops, but it also destroys the environment in a number of
ways. These include using a massive amount of electricity, water,
and natural resources to create single garments. Even after the
garment has been created, the clothing still needs to be washed and
go through wear and tear. Making clothes cheaply not only means
that the clothing does not last but also that a lot more chemicals
enter the groundwater through the process of continual washing of
synthetic fabrics.
Another problem arises from the global culture of things being “in” or “out” of fashion. This would be alright if clothing was made to be
biodegradable but instead, it’s thrown out and lies in landfills for as much as 200 years, as in the case of polyester.
Many brands such as H&M, Nike and Zara have made headlines for producing their clothes this way, but this does little to stop their
practices. The best way to change the way popular fashion brands make their clothes, is to boycott them altogether. But what will you
wear? We have the answer: sustainable fashion brands.
An example of one of these brands is To Be Frank which is based in the UK. Creators of these pieces use recycled materials to do so,
promoting products that are made from organic materials like apples. They don’t sacrifice on customer favourites, creating leather and
denim looks that are identical to those made by mainstream fashion brands, only better made and with the environment in mind.
There are plenty of other brands who are following suit in terms of creating slow fashion that is ethically sourced. Another option
