{"CACHEDAT":"2026-06-05 17:31:00","SLUG":"maliskova-eva-B8fK5LTRBi","MARKDOWN":"# Lesson title: Fast Fashion and Textile Waste\n\n## Lesson sequence title: Listening Comprehension\n\nLesson no. 1 / 2\n\n### SSI: Fast Fashion, Ecology and Media Manipulation\n\n# Subject: English\n\n## Subject-specific learning goals / competences / curriculum content\n\nEcological awareness and Media Literacy\n\n## Learner age range: 12 - 16, B1 - B2\n\n## Year of subject learning: 4th - 8th\n\n# Lesson context before / after HOW activity\n\nIdentify environmental problems connected with fast fashion, recognise manipulative techniques in media messages (1/2), discuss responsible fashion habits and evaluate the reliability of media content and possible consequences on one´s behaviour (2/2)\n\n# HOW Activity\n\n## Duration in minutes: 30\n\n## MSL Domain: Be wise and Think Twice\n\n### Learning goal: Skim before you scan\n\n### HOW: How are students able to detect the visual input (Lesson 1/2) to shape their social standpoints (Lesson 2/2)\n\n### HOW activity instruction\n\nWhat emotional appeal, selective facts or visual manipulation can you identify in the provided material (BBC video)? (Lesson 1/2) Does it influence your attitude towards fashion industry and buying clothes? (Lesson 2/2)\n\n### Suggested social form\n\nTeacher´s introduction - visual input - group work - class discussion - (individual student´s presentation)\n\n## Warm-up:\n\n### Time: 5 minutes\n\n**Write these questions on the board:**\n\n* How often do you buy clothes?\n* Why do teenagers buy new clothes?\n* What makes clothes look attractive online?\n\nStudents answer in pairs.\n\n### Teacher focus\n\n**Encourage vocabulary:**\n\n* trendy\n* cheap\n* influencers\n* sale\n* brand\n* recycle\n* waste\n\n### Required infrastructure\n\nthe Internet connection, wide classroom screen, teacher´s computer\n\nLink to the video material (4:02 mins):\n\n/ \n\n## **First Viewing — General Understanding**\n\n### Time: 5 minutes\n\nPlay the first 3–4 minutes of the BBC video.\n\n**Students are to answer:**\n\n\n1. Where are the factories?\n2. What products do workers make?\n3. Why do people buy fast fashion?\n4. What problem appears in the video?\n\n**Useful Language for Students:** \n\n### Persuasive expressions\n\n* limited offer\n* special discount\n* trending now\n* best seller\n* free delivery\n* only a few left\n\n### Media manipulation vocabulary\n\n* emotional appeal\n* pressure\n* persuasive language\n* influencer marketing\n* visual manipulation\n\n## Second Viewing — Media Literacy Focus\n\n### Time: 5 yminutes\n\n## Speaking Activity — Mini Debate\n\n### Time: 7 minutes\n\nDivide class into two groups.\n\n## Group A\n\n\"Fast fashion is helpful for teenagers.\"\n\n## Group B\n\n\"Fast fashion is harmful for people and nature.\"\n\nStudents prepare 2 arguments.\n\n**Useful phrases:**\n\n* In my opinion…\n* The article suggests…\n* The video shows…\n* I disagree because…\n* The problem is…","HTML":"

Lesson title: Fast Fashion and Textile Waste

\n

Lesson sequence title: Listening Comprehension

\n

Lesson no. 1 / 2

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SSI: Fast Fashion, Ecology and Media Manipulation

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Subject: English

\n

Subject-specific learning goals / competences / curriculum content

\n

Ecological awareness and Media Literacy

\n

Learner age range: 12 - 16, B1 - B2

\n

Year of subject learning: 4th - 8th

\n

Lesson context before / after HOW activity

\n

Identify environmental problems connected with fast fashion, recognise manipulative techniques in media messages (1/2), discuss responsible fashion habits and evaluate the reliability of media content and possible consequences on one´s behaviour (2/2)

\n

HOW Activity

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Duration in minutes: 30

\n

MSL Domain: Be wise and Think Twice

\n

Learning goal: Skim before you scan

\n

HOW: How are students able to detect the visual input (Lesson 1/2) to shape their social standpoints (Lesson 2/2)

\n

HOW activity instruction

\n

What emotional appeal, selective facts or visual manipulation can you identify in the provided material (BBC video)? (Lesson 1/2) Does it influence your attitude towards fashion industry and buying clothes? (Lesson 2/2)

\n

Suggested social form

\n

Teacher´s introduction - visual input - group work - class discussion - (individual student´s presentation)

\n

Warm-up:

\n

Time: 5 minutes

\n

Write these questions on the board:

\n\n

Students answer in pairs.

\n

Teacher focus

\n

Encourage vocabulary:

\n\n

Required infrastructure

\n

the Internet connection, wide classroom screen, teacher´s computer

\n

Link to the video material (4:02 mins):

\n

/https://www.youtube.com/watch?v=YMxWnJcuvx8

\n

First Viewing — General Understanding

\n

Time: 5 minutes

\n

Play the first 3–4 minutes of the BBC video.

\n

Students are to answer:

\n
    \n
  1. Where are the factories?
    2. \n
  2. What products do workers make?
    3. \n
  3. Why do people buy fast fashion?
    4. \n
  4. What problem appears in the video?
    5. \n
\n

Useful Language for Students:

\n

Persuasive expressions

\n\n

Media manipulation vocabulary

\n\n

Second Viewing — Media Literacy Focus

\n

Time: 5 yminutes

\n

Speaking Activity — Mini Debate

\n

Time: 7 minutes

\n

Divide class into two groups.

\n

Group A

\n

"Fast fashion is helpful for teenagers."

\n

Group B

\n

"Fast fashion is harmful for people and nature."

\n

Students prepare 2 arguments.

\n

Useful phrases:

\n","UPDATEDAT":"2026-05-15T09:17:21.429Z","ID":"4e936960-ae0c-4376-9cec-26b9cba8e85f","TITLE":"Maliskova, Eva"}