1. Coordinación bilingüe
Isabel Pérez Torres
Subject:Trade
Teacher: Emilie Descamps
Title of the Unit: Window-dressing / Visual Merchandising
Course / Level: 1st year Initial vocational education
1. Learning outcomes
/ Evaluation criteria
2. Subject Content
Vocabulary
To learn about visual merchandising.
To learn about different materials.
To learn about layouts.
To learn about the significance of colours.
To be able to justify the arrangement of a window-dressing.
To compare three companies they have been given.
To express a personal opinion about one of them and choose one for
which they will work as a window dresser.
To work on a window-dressing project.
To describe the project to the class.
Window dressing
Different types of window dressings
Materials
Colours
Layout
3. Language Content / Communication
Nouns: box, clothes, fabric, materials, scissors, furniture, dummy, glue,
paint, window, painting, cardboard.
Verbs; compare, decide, choose, work, carry out, cut, place, colour,
paint, dress, move, design, draw, paste.
Adjectives: good, attractive, big, famous, unknown, crazy.
Prepositions: next to, on top of, in, on, in front of.
Discourse markers: but, or, and, because, first, then, however,
moreover.
Structures
comparative, superlative , Express an opinion (In my opinion, from a
personal point of view, I agree with you, I disagree, I believe, I think...).
Make a decision, should, have to, there is/there are, prepositions, can,
could.
Discourse type
Comparison, argumentation, description
Language skills
Speaking (Productive skill). Group work
Reading (Receptive skill)
Listening (Receptive skill)
Writing (Productive skill).
4. Contextual (cultural) national and international businesses
element
5. Cognitive (thinking)
processes
-To understand
-To analyse

2. Coordinación bilingüe
Isabel Pérez Torres
-To decide
-To describe
-To argue
-To compare
-To explain
-To create
6. (a) Task(s)
-Reading: Visual merchandising +three companies
-Listening: three videos
-Speaking: to carry out the project + present the final project
-Writing: write a short report on one of the projects
6. (b) Activities
-Pre-assessment
-Vocabulary activities ( match the word with a definition or a picture)
-Reading
-Speaking
-Vocabulary list: express one's opinion. In my opnion, I think/don't
think, from a personal point of view
-Group work: decide on a company
-Vocabulary: visual aids, vocabulary list.
-Listening: video Visual Merchandising
-Task-based activity: window-dressing project
-Presentation of the project
-Writing a small report on one of the window-dressing projects
-Evaluation
7. Methodology
Organization and class 1.Pre-assessment:
distribution / timing
-Visual merchandising- Window dressing: what comes to mind?
-Asking for opinions.
-Visual aids
2. Vocabulary activities
-Vocabulary related to window dressing
3. Reading about window dressing
− Reading for gist
− Reading for details
4.Pre-assessment:
-What do you know about those companies:
Mango
Sony
Adidas
-What can you tell me about them?

3. Coordinación bilingüe
Isabel Pérez Torres
-Pictures: Visual aids
5.Vocabulary exercises:
-matching the words with the definitions or pictures
6. Reading comprehension:
− Reading for gist
− Reding for details
7.Speaking:
-Describing the companies
-Asking for opinions about the three companies they have read about.
8.Vocabulary list:
In my opnion, I think/don't think, from a personal point of view
9.Group work:
In small groups deciding on one of the three companies for which they
will carry out a window-dressing project.
10. Vocabulary:
visual aids, vocabulary list to understand the videos
11. Watch the following videos: examples of Visual
Merchandising-Window-dressing.
-Listening for gist
-Listening for details
-Speaking:
What are the videos about?
Can you describe them?
Do you like them? Why/why not?
What is interesting about the window-dressing?
12. Task-based activity-group work
Design activity-group
Workshop: creating one window-dressing for the company they have
chosen.

4. Coordinación bilingüe
Isabel Pérez Torres
13. Presentation of the project
14. Chosing one project to write about
Writing:
- Explaining what visual merchandising is about
-Briefly describing it
-Stating what they like or dislike
11.Evaluation
15 sessions (55 minutes): three weeks
Resources / Materials
Learner-centred methodology which encourages group work and
collaboration on a specific content through a foreign language in order
to tackle the different tasks.
Videos:
http://www.youtube.com/watch?v=GnpKb8Eabu4
http://www.youtube.com/watch?v=w-71IV2r_Tc
Pictures
Texts
http://www.sketchup.com/
Key Competences
8. Evaluation (criteria
and instruments)
-mathematical competence
-cooperation
-working in small groups
-working individually
-digital competence
-communication in a foreign language
-personal initiative
-learning to learn
-social competence
Evaluation criteria:
-To understand what visual merchandising is.
-To understand the different types of window dressings
-To work on a visual merchandising project.
-To understand a text about different companies.
-To write a short report on a visual merchandising project.
Evalution instrument:
- Self-evaluation
- Peer evaluation
- Evaluation of the project
- Evaluation of the activities taking place in class on an ongoing basis.

5. Coordinación bilingüe
Isabel Pérez Torres
-Test
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V.
Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos.
Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
Está basada sobre todo en la experiencia práctica a la hora de diseñar unidades y
conversaciones con expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs
de Do Coyle, expuesto en numerosas publicaciones como por ejemplo: Coyle, D., Hood, P. and
Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.

6. Coordinación bilingüe
Isabel Pérez Torres
-Test
Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V.
Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos.
Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
Está basada sobre todo en la experiencia práctica a la hora de diseñar unidades y
conversaciones con expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs
de Do Coyle, expuesto en numerosas publicaciones como por ejemplo: Coyle, D., Hood, P. and
Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.