I redesigned Unit 3, Lesson 8, “Ads,” from the required Grade 7 English student book by Demchenko N.V..

The original lesson introduced the people’s meaning about the ad and some speaking exercises without clear base.

I retained its communicative area while rebuilding the experience around historical context, contemporary campaigns, audience reactions, and an original ad-making task. Format: Two individual lessons


Learner: Grade 7


Dates: November 18–19 2025


My role: Learning experience design, lesson adaptation, research, visual design, media curation, content creation, and video editing

The lesson’s main activities relied on peer interaction. For an individual learner, I needed to create enough structure and visual stimulus to sustain discussion without turning the session into a teacher-led explanation. The redesigned sequence followed four stages: Contextualise → Analyse → Evaluate → Create

A custom visual timeline traced advertising from early commercial messages to digital campaigns. It placed the student book vocabulary in a wider context and introduced questions about how advertising formats and strategies have changed.

A custom-edited video sequence featured three contemporary campaigns from Heinz, Versace, and Sony. After each campaign, the learner examined selected public audience comments and responded to one recurring prompt: “Which comment do you agree with, and why?” The activity was designed to move the discussion beyond general preferences and towards specific observations about message, visuals, music, celebrity, and emotional effect.

For the final task, the learner used the original MVFashion magazine to develop an ad concept for a selected outfit. The brief included:

creating a headline;

describing the fabric and pattern;

suggesting where the outfit could be worn;

explaining how it could make the customer feel.

The task combined advertising language, clothing vocabulary, descriptive writing, persuasive speaking, and creative decision-making.

The redesign transformed a static, peer-led student book lesson into a structured individual experience without abandoning its required vocabulary or communicative aims. Each stage prepared the learner for the next: historical context supported analysis, audience reactions encouraged evaluation, and the final task turned those observations into an original creative concept.

The MVFashion frame shown in this portfolio comes from a later visual redesign. The original lesson used an earlier edition of the magazine, while the activity brief and learning sequence remained the same.