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• Google Mixboard

• Handouts - In document 

• Equipment (computers) 

1) Pre-task (10 - 15 min)

Purpose: Activate prior knowledge, introduce useful language, and scaffold learners so they can perform the task confidently.

• Activities:

  • Quick brainstorm: What clothing do people typically wear in each season? (board activity or digital word cloud).

  • Vocabulary input: in our case, we just distribute handouts with target vocabulary  (e.g., “lightweight,” “elegant,” “waterproof,” “casual”) and persuasive phrases (“Our line is perfect for…,” “You will feel…,” “This design combines…”)

• CEFR link: Reception (listening to model), Communicative Language Competence (linguistic resources).

Short model: teacher provides a handout with the target vocabulary

2) Main Task (15 minutes)

Purpose: Students create and perform their “elevator pitch” in groups.

• Activities:

  • Group work: Each group is assigned a season; they brainstorm clothing line ideas, negotiate design choices, and prepare a 1–2 minute pitch.

  • App interaction (if an app is part of it): Students can use design/drawing tools to sketch outfits, create slides, or organize their ideas.

  • Teacher role: Facilitator and language coach (circulates, helps with vocabulary, checks clarity of ideas).

  • Presentation: Groups deliver their pitch to the class (audience takes notes for voting).

• Expected outcomes: Each group produces a coherent mini-presentation with persuasive elements.

• CEFR:

  • Production (giving a structured spoken presentation).

  • Interaction (collaborating within groups + responding to audience questions).

  • Pragmatic competence (organizing discourse persuasively).

Short version: Students will patch a clothing line! 

3) Post-task (15–20 minutes)

Purpose: Reflection, assessment, and consolidation of learning.

• Activities:

  • Voting: Class votes for the most convincing clothing line (engages listening + evaluative skills).

  • Feedback: Teacher gives feedback on language use (pronunciation, persuasive vocabulary, discourse markers).

  • Self-assessment: Students complete quick “can-do” reflection based on CEFR descriptors (“I can present a short pitch…,” “I can collaborate with my peers to create an idea…”).

  • Optional extension: Students write a short promotional tagline or ad blurb for their clothing line (written production).

• CEFR link: Mediation (interpreting others’ ideas, summarizing why they voted), Communicative Competences (linguistic + pragmatic).

"Mixboard is a new way to visualize your ideas from Google Labs.

We’re introducing Mixboard, an experimental, AI-powered concepting board designed to help you explore, expand and refine ideas. Visualize a vast array of possibilities, from home decor and event themes to new product ideas or your next DIY project with images and text.

With Mixboard’s open canvas and generative AI capabilities, you can:

• Start a new project from a text prompt or choose from pre-populated boards

• Bring your own images or use AI to generate unique visuals

• Edit your boards with natural language to do things like make small changes, combine images and more, with our new image editing model Nano Banana

• Create new versions of your ideas with one-click options like “regenerate” and “more like this”

• Generate text based on context from any images on your board

Mixboard is available as a public beta in the U.S. It’s an early experiment and we hope it will make it easier for anyone to use AI to explore their ideas."

Experpt taken form Google Mixboard Blog