Tatsiana Tatsiana

Fashion and Clothes
Upper intermediate level

Description

This lesson focuses on teaching vocabulary to students by using listening as the source for the target language. As well students will learn additional language related to clothes style, pattern and material. The understanding of the TL will be achieved through controlled practice activities and consolidated in freer practice activities.

Materials

Main Aims

  • To provide clarification and practice of items of clothing and their description in the context of dressing your age

Subsidiary Aims

  • To provide accuracy speaking practice in a role play in the context of a fashion show
  • To provide gist and specific information listening practice using a text about fashion rules

Procedure

Warmer/Lead-in (6-6 minutes) • To set lesson context and engage students

Watch a short video about a fashion week (models on the catwalk). Elicit the topic. Ask questions: What is fashion? What clothes are fashionable? Who sets the trends? Write the word fashion, put an arrow from it and write the word fashionable. Add two more words. Encourage Ss to create their own mind map on Fashion. Ss work in pairs. W/C feedback. Write a few examples on the board.

Exposure (10-12 minutes) • To provide context for the target language through a listening text

Show a picture and ask who those people in the photos are and if they are dressed fashionably. Do listening for gist. Write two sentences with empty blanks to fill in. Ss listen to the text then in peer-check discuss the answers and later check as the whole class. The answers will be written on the board. Ask Ss if they agree with the journalists opinions. Tell that Ss will listen to the recording again and answer the questions: What clothes do women in their 20s or 30s/70s tend to wear?What clothes do men in their 20s or 30s/70s tend to wear? Fill in the chart. Ss listen to the text and fill in the chart. They do a peer-check in new pairs. The answer keys are given on the paper for self checking.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Tell Ss that we are going to check how many items of clothing and accessories they know. Write the categories on the board. Ask for two volunteers to come up to the board. Set the time. Get Ss compete. Have the second round with different students. Ss write as many words as they know under the categories on the board.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Ask Ss to do a matching exercise. Give clear instructions, use demonstration and ICQ techniques to check Ss' understanding. Ss do the exercise in new pairs. Then they check the answers by comparing their answers with the ones on the board. Elicit the TL from Ss, clarify meaning by using CCQs and other techniques, drill the words.

Controlled Practice (3-3 minutes) • To concept check and prepare students for more meaningful practice

Ask Ss to test the meaning of the TL in a drawing activity. Ss work in pairs. One S will dictate the words, the other will try to draw it correctly. Later they check if the task was done in a right way.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Describe the Ss the free task. It will in the form of a fashion show. Ss will have to chose a person whose clothes they will describe and who will walk down the catwalk (or may just stand up for everyone to see him/her). Encourage to use new vocabulary the Ss learnt. Do it in groups of four. Ask to choose a person who will read the description to the class. Ss prepare for the activity. Ss present what they have. Make some notes for a delayed error correction. Put some errors or good vocabulary on the board. Encourage Ss to correct the mistakes.

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