MY IDEAL CLOTHES

1. Design a new uniform for school and describe it. Choose the items of clothing, their colours and style. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ 2. Make a drawing showing your new design.

Sample Plan II (one hour): Content to be covered: Clothing/Fashion Attitudes Objectives:

Review vocabulary: frequency vocabulary (once a week), commands (stand up, touch your ear) Review grammar: expressing opinions (I think that, I prefer to) New vocabulary: fashion, advertising terms (in style, out of style, good taste, bad taste, traditional style, latest fashion, department store, boutique, model, effective advertisement, ineffective advertisement) New grammatical structure: reporting survey results (all, most, the majority, about half, the minority, some, a few, none + of the students)

Activities: Introduction: pass out list of new ESL terms, ask if any are familiar. Use pictures of magazines to discuss those that aren't familiar. o Warm-up activity: Ask questions related to vocabulary and write key words on the board, then have students stand up (touch their ears or put their hands up if they agree). Report the results on the board. Stand up if you go to department stores more than once a year. Remain standing if you go to department stores more than once a month. If not, sit down. (Twice a month, three times a month, once a week, twice a week.) [Record the results] Do you think this woman is dressed in the latest fashion? If you do, lift up your book; if you don't, touch your ear. [Tape the picture on the board, and record the results] Do you think this woman has bad taste? If you do, put your hand up, if you don't, touch the floor. [Tape the picture on the board, record the results.] Where did you buy your shoes? If you bought them in a department store, touch your nose. If you bought them in a boutique, put your hands under your desk. [Record the results] o Introduction of new material: recording results of the survey. Introduce frequency vocabulary and demonstrate it describing results using first two questions: "Most of the class thought . . ."; "Some of the class thought . . ." If the material seems easy for the students, quickly ask for summaries of the results of other questions. If the material seems difficult, give them five minutes to work with their neighbors, then ask. o Group work: worksheets with six new survey questions related to personal shopping and fashion preferences. Break class up into groups of six so that each person is responsible for a question. Each student is responsible for asking all others in group his or her question and recording the results. Do you wear the current fashion? Do you dress like your friends? Should people over thirty dress differently than people under thirty? Do you like to wear dark colors? Do you prefer to shop in large shopping malls or small boutiques? When you meet someone new, is their taste in clothing important to you? o Report back to class: warn students that they should listen closely because they will need to know the general results for a homework assignment. Have each student report the results for his or her question within the group of six. o Homework: Explain to students that you want them to take the survey questions home to ask people in their family. They should then prepare five sentences comparing the preferences of their family with the preferences of the class. The next class will begin with a discussion of their results.
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Contingency plan: Relay race. Divide the class into three teams. Using three identical stacks of index cards, have each student run to the front of the class, take the top card, and write the answer to the question on the card on the board, then run back to tag next person in line. Questions will ask students to make a judgment based on looking at the rest of the class - "How many students are wearing black shoes? The latest fashion? White shirts?" Students have to write one of five answers on board: all, most, about half, some, none. The winning team is the one that completes all of the questions first without having an answer that disagrees with both other teams.

Materials: Lists of new vocabulary, pictures of models with different styles taken from local magazines and newspapers, worksheets with surveys, index cards with questions.

More Activities ESL/EFL books abound in activities and games and they can save you a lot of time and energy in thinking of ways to pass the hours. Be sure to think about the suitability of the activities for your particular country and group of students, not only for level but for cultural relevance. Question and Answer Match-ups This activity is similar to the cocktail party game of matching famous romantic pairs, where each person is given a famous personality and has to walk around and mingle with other guests until they find their pair (Juliet has to find Romeo, Mickey Mouse has to find Minnie Mouse). In the EFL classroom, however, the activity can be expanded to include entire question and typical response match-ups. Print several questions and typical responses on separate index cards, shuffle them, and distribute them. Students have to memorize what is printed on their card. Collect the cards, and allow the students to mingle around the room until they find their match. Have the students report back to class, then have the two partners switch places (the old responder asks the question, the old questioner responds.) This activity can be adapted to suit many different lesson topics. Alibi This activity is mentioned in a few older ESL/EFL texts, and works better with high intermediate to advanced students. A crime occurs (be creative - something to do with the vocabulary you are trying to target would be ideal) and three students from the class are accused. They were all together at the time of the crime, and need to submit an alibi. Have them leave the room for five minutes to decide exactly what they were doing. Explain to the students that they will be questioned separately and that the questions will be very specific ("where in the movie theater were you sitting?") so that they can adequately prepare. Then, each of the three students should enter, one at a time, to answer other students' questions. Once all three have answered, the rest of the class can compare stories to find inconsistencies. Concentration This is a variation of the popular game where students have to find matches between two cards that have the same thing printed on them. The added difficulty to this game is that they have to find pairs in logical order of a sentence. Break classes into two or more teams. Place the cards with individual words on them face down in a grid, such as the following, that would test knowledge of nouns, verbs, and pronouns:

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A invite The girls educates

B The school educates invites

C me him The school

D The girls me him

Each team is allowed to ask you to turn over two cards (for example, A1 and C2). If the two are the same, and they logically follow the previous pair found in a sentence, they get a point. In this example, the first pair picked to get a point will have to be "The school" or "The girls." The next pair picked will have to be the verb that agrees with the noun ( "The girls grades," isn't correct) and so on until all of the sentences are made. Meaning of the sentences is not as important as noun-verb agreement, as long as students understand the meaning of the sentences they are creating. Crazy Stories Find a story, replace several words with blank spaces, and write which type of speech the missing word should be: The ____________________________ dance gracefully under the _________. The (number > 1) (adjective) (plural noun) dance gracefully under the (noun). Students can work in pairs or small groups, share the resulting stories with each other, and later share them all (or the group's funniest) with the class. Blackboard Races Divide the class into two teams. Have two stacks of cards ready with parts of speech written on them, and ordered in such a way that they could make a logical sentence (article, noun, verb, pronoun, noun, preposition, article, noun.) The first person in each team runs to you, you hand the student the first card in his or her team's stack and the student writes an appropriate word on the board. The students then run back to tag the next person, who comes to get the second grammar card from you, and so on. Stop the game when the first team finishes the sentence. Teams get a point for each word that fits into the appropriate grammatical group and fits into the sentence.

Lesson Plan Ideas Visuals are vital for fashion and appearance ESL lesson plans. Fashion and women's magazines are a good source for clothing photo

If an award show is in the news, use the inevitable best and worst-dressed lists to spark written and verbal descriptions. This can also lead to a discussion of celebrity culture and the influence of the rich and famous on fashion trends. These visuals and real-life examples can then be put to use by students practicing their verbal and written English skills. Beginning students can focus on creating single sentences describing the fashion and appearance of a person in a photograph. Intermediate students can write entire paragraphs and engage in more extensive question and answer sessions with others about the content of an image. The most advanced students can create entire narratives about the steps involved in getting ready in the morning or work together to create a mock fashion magazine with extensive descriptions of clothing and styles.
Another potential classroom activity is to hold a fashion show, with students in charge of creating a new outfit and then describing it to the rest of the class. If students are self-conscious about appearing in front of everyone as a "fashion model," use dolls, paper cutouts, or other stand-ins to model different types of clothing. Students can bring their own personal style to the project while learning similar fashion-related vocabulary with their classmates.

Description By the end of the lesson, your students will be able to describe what people are wearing by identifying clothes and colors. Materials

Student Handouts: Types of Clothes and Describing Clothes Pictures of clothes from magazines or catalogs, or from the collection of laminated pictures you will find at the Kirkland/Northshore Learning Center. Bring different colored clothes from home: pants, shirts, socks, shoes, dresses, skirts, ties, etc.

Suggestions

Warm-up: Show different clothes to the students. Ask your students: What is this?. Write the names on the board. Ask students about colors they know. (Brown, blue, red, etc.) Write the colors on the board. Talk about the Types of Clothes as shown on the handout, and find examples. Ask "Who is wearing a belt today?", "a t-shirt?" etc. Using the magazine pictures, ask students to describe what the people are wearing. Write the words on the board. For example: She is wearing a blue blouse and black pants. Practice reading the sentences aloud with the students. Using the handout Describing Clothes, have students practice the conversation in pairs. Variation: Substitute for the written description a description of what your partner is wearing. Game ideas: o Put chairs in a circle. The teacher stands in the middle. The teacher writes on the board, Switch seats if you are wearing brown shoes. The teacher says Students who are wearing brown shoes switch seats. The teacher tries to find a seat while the switching is going on. The person who is left stands in the middle and says, Switch seats if you are wearing ____. o Picture Race: Use pictures of clothes from the collection you brought in. Assign 10 pictures to groups of about 5 students sitting in a circle. Working individually, they will compete to write

brief descriptions of as many pictures as they can in 5 minutes. Then share the results with the class.
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8 Great ESL Activities With Clothes

1. 1

Fashion Show This is the perfect way to practice, Im wearing.. Students choose three items to wear from your trunk or bag and take turns modeling them.

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Clearance Sale! Why practice clothes shopping role plays with imaginary clothes, when its so much better to use real ones? First, prepare the items by giving each a price tag you can have this ready beforehand, or ask your students to help you. Students take turns buying and selling items. For extended practice, expand the role play to include the fitting room conversation: The jacket fits/doesnt fit. Its too long/short. Could I have a smaller/bigger size?
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Story Time Young learners can be very dramatic, and they love to dress up! Have your own little class play and provide them with the clothes to wear. You can put on a play or show for another class or your students parents.
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Fashion Sense Lay several items of clothing and accessories on a table. Give your students commands like, Put on the red scarf. Make it more challenging and test their listening skills by having similar items of different colors: Put on the scarf with green and blue stripes. Ask one student to put on several items at the same time for a fun, ridiculous look that will make your students laugh.
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Theres Been a Robbery Practice prepositions of place. Arrange several clothing items around the classroom which will be your shop. Drape a sweater over a chair. Put a scarf under a desk, and so on. Ask your students, your shop clerks to take a long hard look at the classroom and try to remember where everything is. Ask a student to step out of the classroom. Take two or three items and hide them. Ask the student to come back and say there has been a robbery. They must report what was stolen from the shop: There was a green sweater on the chair and a red scarf under the desk.

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Whose Shirt Is This? This is a fun way to practice possessive pronouns. Ask each student to bring an item of clothing to the class. It can be anything they want to bring. Before class they must give you their items without showing them to any of their classmates. Place all items in a bag or box and have each student take one. Each student has to guess whose it is. The student has three chances to say whose it is, and if they cant guess correctly they get to ask, Whose belt is this?
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These or Those? Clothes are great items with which to practice demonstrative pronouns. Youll need several similar items like several pairs of socks and shoes, plus scarves, belts, shirts, skirts, etc Place a scarf close to students and one further away. Say, This scarf is blue and that scarf is red. Do the same with pairs of socks for these and those.
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Seasonal Items Place a suitcase full of clothes in front of your students. You can do two things. You can either have them sort them into what is more appropriate for each season, or you may also describe some weather conditions and have students choose what they should wear: Its cloudy and windy. Its about 75 degrees. Students should choose items that are appropriate for rainy weather.