Lesson Plan UNIT 2: History of Fashion Listening and Speaking 1. Class Description

Lesson Plan for Presentation | Group 02 - Nguyễn Lam Kiều, Nguyễn Vân Quỳnh, Nguyễn Đức Tùng
LESSON PLAN
UNIT 2: History of Fashion
Listening and Speaking
1. Class description
- Course: English for Fashion
- Background: All students are Vietnamese stylists living in Hanoi, no special case. No prejudices, no religions, no ethnic minorities.
- Number of students (Ss): 9 (4 males, 5 females)
- Level of Ss: A2 (pre-intermediate)
- Ss are self-directed and outcome-focused adults (>22 years old) who are familiar with teacher-centered teaching style and language
learning in L1. They are not too enthusiastic towards English since they consider it as a mere profesional requirement.
- Teaching mode: Online lesson via Zoom Meeting/ Google Classroom.
2. Time allowance: 110 minutes
Warm-up Pre-listening While-listening Pre-speaking Speaking Wrap-up
Activities Matching games Introduce Check Ss’ Exercise Answer Introduce Apply “used Talk about Conclusion
new words memory completion checking structure to” structure inspirations + HW
“used to V”
Time 5 minutes 5 minutes 9 minutes 11 minutes 20 minutes 10 minutes 20 minutes 25 minutes 5 minutes
3. Objectives: By the end of the lesson, SWABT:
English for Specific Purposes - English for Fashion | 1

a. Knowledge
- Recognize technical terms describing important milestones and trends in fashion history;
- Identify the structure “used to V” to describe past events and habits;
- Describe fashion milestones and trends using past simple tense and structure “used to V”;
- Describe inspirations of fashion collection to other stylists or clients by applying fashion terminologies related to fashion
milestones and trends, past simple tense and structure “used to V”.
b. Skills
- Listen for details of different specific fashion milestones and trends in a 5 minute compilation of 6 monologues;
- Read for details in a 120-word text discussing about fashion influences and how they affect collection designation;
- Make a one minute speech to describe inspirations of fashion collection to other stylists or clients.
4. Assumed knowledge & skills:

- Students are expected to have the following knowledge prior to the lesson:
- Good knowledge of fashion major events (i.e. Designers & haute couture houses, Fashion shows, Licensing, Sewing machines,
World expos and trade fairs, Department stores)
- Good knowledge of the characteristics and illustration specifications (i.e. patterns, clothing items, geographical region, time
period) of different fashion trends (i.e. trends of each decade in 20th century).
- Students have also been quite used to using some basic features in a Zoom meeting (e.g., joining the room, turning on the microphone
and camera, annotating, etc.)
5. Anticipated problems and possible solutions

Technical problems:
- Ss have weak internet connection that might interrupt their - T require Ss to prepare 4G wifi for Ss before class so as to
learning process have an alternative resource of internet connection.
- T may send Powerpoint slides and handouts via emails to
students after the lesson.
Learning problems:
- Ss cannot catch up with the lesson speed/instructions. - T can ask questions and ask Ss to answer (mic/chatbox) during
the teaching process to check understanding and make
necessary clarifications and adjustments.
- Ss focus on personal matters rather than on the lesson - T set up the rules of class participation at the beginning of the
course and corresponding punishments if violated.
6. Teaching aid, material, equipment

- Laptops, PCs, tablets, smart phones
- Textbooks
- Powerpoint slides
- Zoom platform
7. Procedure:

Time &
Stages and Aims Interaction Teacher’s activities Student’s activities Justification
patterns
Warm up Matching games 5 minutes - T divides the class into 02 teams - Ss work in their teams to complete - To leverage Ss’
- T calls Ss to match the time with the “Starter” activity background knowledge
the milestones in the “Starter” - Ss volunteer to answer T’s and excite them before the
activity questions to score for their teams main content
Vocabulary 5 minutes - T ask Ss if they know the meaning - Ss inform T of the words they - To leverage the game as
introduction & of new words in the “Starter” know or do not know an opportunity of learning
brainstorming activity - Ss note down the words they do new words in context
- T explains the meaning of words not know after T explains the - To equip Ss with topic
that Ss do not know meaning vocabulary for the
speaking activities in the
end
Pre-listening Vocabulary 9 minutes - T chooses new words from the - Ss inform T of the words they - To familiarize Ss with
introduction listening script know or do not know the language they are
- T checks if Ss know the meaning - Ss note down the words they do going to listen to
of the chosen words not know after T explains the
- T explains the meaning of the meaning

words that Ss do not know (with

visual aids)
While- Exercise 11 minutes - T plays the recording twice: - Ss listens attentively to complete - To give Ss the chance to
listening completion +) 1st turn: For the ordering part exercise 1 practice listening to field-
+) 2nd turn: For the short answer specific materials
part - To provide Ss with some
knowledge on fashion
history
Answer checking 20 minutes - T calls some Ss to check their - The chosen Ss share their answers - To help Ss recognize the
responses to each question - Ss corrects their answers key information (in case
- T plays the recording for the last - Ss asks for T’s clarification if not they don’t)
time, pausing after each answer satisfied with the answer - To clear Ss’
- T announces the correct answer misunderstandings or point
and explains if Ss have any out distractors in the
questions recording
Pre-speaking Introduce “used 10 minutes - T provides Ss listening transcript. - Ss underline the event occurred in - To help Ss identify the
to” structure - T asks Ss to underline the event T’s google document. structure.
occured in T’s google document. - Ss highlight the “used to” phrase - To help Ss recognize
- T asks Ss to highlight the “used to” in the listening transcript in T’s when the structure is

phrase in the listening transcript in google document. used.

T’s google document. - Ss answer T that “used to” is used - To prepare for the
- T asks Ss to guess in which in the past. speaking section, when
narration that “used to” is used, in Ss have to present about
the future, present, or past. inspiration for an old
- T introduces the usage of “used collection.
to”.
Apply “used to” 20 minutes - T asks Ss to read the paragraph - Ss answer the questions in the - To practice applying the
structure to (see Appendix) reading section individually. structure into creating
answer questions - T instructs Ss to answer the - Ss write the answers in the chat sentences.
from reading text. questions by modeling the first box. - To provide context for
question. - Ss point out their friends’ the next 5 phrases
- T asks Ss to work individually to mistakes. needed in the speaking
answer all questions left. - Ss fix their mistakes. session.
- T asks Ss to write their answers in - Ss note down phrases.
the Zoom’s chatbox.
- T check Ss answer in the chat box
to see if any answers are wrong
grammatically.
- T check Ss answer (in term of
information finding)

- T copies the grammatically wrong

answers into google doc, shares
screen for the whole class to see,
and require Ss to point out the
mistakes.
- T asks the students who get the
wrong answer to fix the mistakes.
- T ask Ss to guess the meaning of
five phrases in the reading text: get
my inspiration from, look back,
echo earlier style, put a new spin
on, refresh a look.
- T check if Ss’ guesses are correct
or not.
- T require Ss to take note of the
phrases for next activities.
Speaking Talk about 25 minutes - T show Ss moodboard of 3 - Ss work in groups in breakout - For Ss to brainstorm
inspiration collections (see Appendix), and zoom. what should be included
ask them if they know what the - Ss make a small presentation in their presentation
collections were inspired by. using suggested questions from T. - For Ss to have a chance
- T instructs Ss how to talk about the - S can use the internet as a to practice speaking

collection's inspiration in English reference source so as to search about inspiration.

by answering 4 main questions: for words they need that do not
+ When was the collection born? appear in the lesson.
+ What was the name of the - Ss can ask for T help in each
collection? room.
+ What did the designer use to get - A representative from each group
him/her inspiration from? presents their work.
+ What did people use to do that - Ss note down what has been
year? suggested for improvement.
+ What did the designer used to
do that was different from other
designers?
- T divides Ss into 3 groups
- T allow each group to choose their
favourite moodboard
- T let Ss solve the given moodboard
using given questions.
- T visits each group to help each
team if they need.
- T pauses the breakout rooms.
- T requires representatives of each

group to present their work in one

minute.
- T and Ss check if the group has
answered the questions correctly
(in terms of targeted content (if
they can answer the given
questions or not, and if they can
provide further information) and
grammar).
- T provides suggestions for
improvement.
Wrap-up 5 minutes - T asks Ss what they have learnt and - Ss tell what they have learnt in - Ss are reminded of
summarizes the lesson content today’s lesson today’s knowledge
- T encourages Ss to give comments, - Ss give comments, feedback and
feedback and questions if they have ask questions if they have any
any.
- T provides homework: Prepare for
the next lesson by reading the
textbook in advance.

APPENDICES
VOCABULARY
No. Vocabulary Meaning
1. sewing machines máy khâu
2. licensing bán bản quyền

3. department stores cửa hàng bách hóa
4. haute couture house thương hiệu thời trang cao cấp
5. world expo triển lãm quốc tế
6. trade fair hội chợ thương mại
7. garment quần áo, hàng dệt may
8. merchant thương nhân
9. seasonal collection bộ sưu tập theo mùa
10. parade đoàn diễu hành
11. trim vải trang trí
12. embellishment sự tô điểm, thêm thắt
LISTENING TRANSCRIPT
1. Before the 1750S women were mostly responsible for sewing and decorating clothing. In the 1840S, two Americans, Isaac Singer and
Elias Howe, invented individual sewing machines. What did this mean for the fashion industry? The arrival of machinery during the
industrial revolution meant that making clothes became men's work. In addition, the use of machinery led to mass production, which
meant clothing became more available and affordable.
2. There didn't always use to be shopping centres where consumers could find everything they needed. Nowadays, department stores or
online specialist retailers stock a big range of items of clothing and it's very easy to find things you need. But it used to take up a lot of

time for consumers as they had to buy each item from a different vendor. So, when did this organization of selling and buying change? It
was around 1840 in Paris when the first retail outlet decided to combine a variety of products in one store. Soon after, many stores started
selling a range of fabrics, trim and embellishments and accessories.
3. When people think of fashion, they often think of France. But, it was an Englishman - Charles Frederick Worth who is recognized as the
father of the luxury fashion house in France. After moving to Paris, he started as an assistant in a dressmaking shop. A few years later, in
1857, the House of Worth was set up. He changed dressmaking by offering consumers new ways to buy clothes, like mix and match
pieces, and by putting on seasonal shows for House of Worth's designs. Clients used to tell dressmakers how they wanted their clothes to
look, but with the House of Worth, the designer basically decided which styles clients would wear.
4. Designers like Paul Poiret, Lucile, and la Maison Paquin used live parades of models walking around at shows to present seasonal
collections for invited journalists and merchants. Lucile, in particular, used to give her shows themes, and she trained her models to walk
in a special way and gave them exotic names. This interested the audience and started the lifestyle storyline that so many brands use
today. Modelling at that time was not a profession, so actresses, opera singers and dancers used to walk the runways. Later, Elsa
Schiaparelli produced theatrical themed collections and her shows-with music, dance and special lighting-attracted New York's high
society.
5. Individual countries have always tried to promote their commercial strengths and in 1900, France hosted a global gathering of not only
fashion designers and houses, but also merchants and inventors. The increasingly well·known couture houses did not miss the
opportunity to display their creations, and they paid careful attention to the arrangement of their mannequins and sets. But next to the
larger houses, small designers and shops could also show their creations. Today, fashion weeks offer similar opportunities to designers,
from those at the very beginning of their careers to leading global brands.

6. After World War II ended in 1945, fashion played a major role in generating money and creating new business models. Couture houses
reopened, and Dior launched the hugely influential 'New Look'. He presented it at the seasonal fashion shows in 1947, along with other
designers, such as Jacques Fath, Hubert de Givenchy, and Gabrielle Chanel. These leading French designers licensed their names to
manufacturers in the US, who produced more affordable clothing lines. Consumers bought the garments, along with accessories like
handbags and sunglasses. It was profitable until the 1960s, when young people demanded street styles. As a result of that demand, labels
had to become much more accessible and affordable.
READING EXERCISE
Read the passage and answer the questions using “used to”
I used to get my inspiration for my designs this season from 1980s music, you know, new wave, but mostly hip-hop. When music videos
used to appear on television in 1981, they influenced how people dressed. Our collection looks back to that time. Suddenly, young people
used to start wearing clothes like the musicians in the videos. So, you'll see that our accessories echo the early days of hip-hop when
people used to wear a lot of gold. But, we also put a new spin on hip-hop style jeans by stitching gold embroidery on the back pockets.
They didn't use to do that. We refreshed the hip-hop silhouette by using fitted jeans instead of baggy ones.

1. What did she use to get her inspiration from?
She used to ____________________________________________________________________________________________________
2. When did music videos appear on television?
______________________________________________________________________________________________________________
3. What did people use to wear in that year?
______________________________________________________________________________________________________________
MOODBOARD FOR SPEAKING EXERCISE
Moodboard 1:

Moodboard 2:

Moodboard 3:

REFERENCE

Ward, M. E. (2016). English for the Fashion Industry. Oxford University Press.

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Lesson Plan for Presentation | Group 02 - Nguyễn Lam Kiều, Nguyễn Vân Quỳnh, Nguyễn Đức Tùng

2. Time allowance: 110 minutes

Warm-up Pre-listening While-listening Pre-speaking Speaking Wrap-up

3. Objectives: By the end of the lesson, SWABT:

English for Specific Purposes - English for Fashion | 1

4. Assumed knowledge & skills:

5. Anticipated problems and possible solutions

English for Specific Purposes - English for Fashion | 2

6. Teaching aid, material, equipment

English for Specific Purposes - English for Fashion | 3

English for Specific Purposes - English for Fashion | 4

words that Ss do not know (with

English for Specific Purposes - English for Fashion | 5

phrase in the listening transcript in google document. used.

English for Specific Purposes - English for Fashion | 6

- T copies the grammatically wrong

English for Specific Purposes - English for Fashion | 7

collection's inspiration in English reference source so as to search about inspiration.

English for Specific Purposes - English for Fashion | 8

group to present their work in one

English for Specific Purposes - English for Fashion | 9

No. Vocabulary Meaning

1. sewing machines máy khâu

2. licensing bán bản quyền

English for Specific Purposes - English for Fashion | 10

3. department stores cửa hàng bách hóa

4. haute couture house thương hiệu thời trang cao cấp

5. world expo triển lãm quốc tế

6. trade fair hội chợ thương mại

7. garment quần áo, hàng dệt may

8. merchant thương nhân

9. seasonal collection bộ sưu tập theo mùa

10. parade đoàn diễu hành

11. trim vải trang trí

12. embellishment sự tô điểm, thêm thắt

English for Specific Purposes - English for Fashion | 11

English for Specific Purposes - English for Fashion | 12

English for Specific Purposes - English for Fashion | 13

1. What did she use to get her inspiration from?

She used to ____________________________________________________________________________________________________

2. When did music videos appear on television?

3. What did people use to wear in that year?

MOODBOARD FOR SPEAKING EXERCISE

English for Specific Purposes - English for Fashion | 14

English for Specific Purposes - English for Fashion | 15

English for Specific Purposes - English for Fashion | 16

English for Specific Purposes - English for Fashion | 17

English for Specific Purposes - English for Fashion | 18

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