Picture Prompts

-DELTA PUBLISHING

PICTURE PROMPTS

Clothes

Susan Thomas Miniflashcards Language Games

Picture Prompts: Clothes CONTENTS • Language Chart

3

• Section 1 Introduction 1.1 What Picture Prompts contains 1.2 Using games in the language classroom 1.3 Preparing the picture sheets 1.4 Using the picture sheets 1.5 Language presentation 1.6 Practice activities and games 1.6.1 Varying the activities 1.7 Assessment 1.7.1 Self-assessment 1.7.2 Teacher assessment

4

• Section 2 Using the 2.1 2.2 2.3

7

pictures Use in class Using the OHP: why Using the OHP: how

• Section 3 Standard games and activities

8

• Lesson notes

12

• Section 4 Using the spinners Spinners

48

49

• Section 5 Individualising the materials 5.1 Function cards 5.2 Make your own games

52

• Gameboards

53

Language Chart Page Title

Useful Language

12

Clothes

What is it? What are they? What's s/he wearing? How much does this (shirt) cost? I'd like some ... , please. It's too (long).

18

Snakes and Ladders

It's a ... They're ...

20

Blockbusters

Clothes vocabulary

22

Matching Pairs

Descriptions of clothes items

24

Happy Families (1)

Have you got a (dress)?

26

Happy Families (2)

Have you got a (bag)?

28

Odd One Out (1)

Clothes vocabulary and sets

30

Odd One Out (2)

As above

32

How much is it?

I need a/some ... Where can I buy a/some ... ? Have you got a/some ... ? How much does it cost?

34

Going Shopping

Storytelling (sequencing)

36

Why Clothes?

Giving reasons

40

Dressed for the Job

Giving reasons

42

Going Out in Style

Do you like ... ? I Iove/h ate ... Discussing fashions

44

What's Wrong?

You shouldn't wear ... because .... You can't wear ... because .... If you wear ... , people will think ....

46

Fashion Diary

Storytelling (sequencing)

SECTION

Introduction to Picture Prompts

1 1.1 What Picture Prompts contains Notes

Each Picture Prompts book contains: • a description of ways of using games and game-like activities in foreign language teaching; • a menu of 16 standard activities which can be used with the specific picture cards; • photocopiable sets of pictures to use around a theme (eg Shopping), or to provide practice in a specific language area (eg Adjectives); • instructions for using the pictures, including: - vocabulary list; - useful language; - suitable standard activities; - additional activities; • spinners to photocopy and cut out for use with games; • blank boards to photocopy and use to make your own games. Each book thus provides a rich resource of ideas and photocopiable materials which can be used with a wide range of age groups and language levels.

1.2. Using games in the language classroom Notes

Games and game-like activities provide excellent ways of allowing learners to practise language in a relaxed, creative way. They encourage the repetition of key language items in a way which is motivating and challenging. New lexical items and grammatical structures can be used within familiar game-like formats, thus providing the slower learners with support and guidance, while allowing the faster ones to use their creativity. The practice provided through Picture Prompts extends that contained in the course book, and allows mixed ability classes to work in groups at their own pace.

1.3 Preparing the picture sheets Notes

The picture sheets can be prepared in different ways: • They can be photocopied onto paper, for use as handouts or worksheets. • They can be enlarged, for use as flashcards or posters. • They can be copied onto card, and cut out, to make individual cards for use in games. • Text can be added beneath the pictures, or on the back. • To protect the pictures, they can be copied onto paper, glued onto card, and then covered with acetate. • They can be photocopied onto acetate to provide OHP transparencies. • The visuals can be combined or grouped to make display materials, or to make a picture dictionary or topic reference book. • The blank masters can be used to create new sets of visuals, and to make matching text cards and new games.

1.4 Using the picture sheets Notes

The visuals can be used to: • introduce a new word or phrase; • serve as a prompt for spoken language in a practice or review activity; • serve as a reminder of the meaning of a written word or phrase; • provide the starting point for introducing or revising related vocabulary; • illustrate a structure, often in combination with other pictures; • provide a series of examples to illustrate a teaching point; • provide random prompts, when used in conjunction with a spinner or die, for practice or assessment. 4

1.5 Language presentation Notes

Introduce new language, using the visuals as flashcards, or on the OHP. Provide plenty of time for the language to be heard and practised before you ask any student to speak alone. Chorus work and class repetition are useful here. Encourage the learners to experiment with their voices: they can repeat the words in different ways, eg emphatically, softly, angrily, questioningly, etc. This helps to avoid boredom, and encourages good intonation and pronunciation. Learners who are good at relating sounds and visuals will find that they can easily associate language items with the illustrations. Others may find it useful to see the written form as well, so introduction of this should not be delayed. At this stage, attention should be drawn to differences between pronunciation of the written form in English and the students' own language. In this way, these items can be used later as production models by the students.

1.6 Practice activities and games Notes

Once the learners are familiar with the new vocabulary items, individual or group activities and games can be set up to practise them. Such activities will provide opportunities to practise the items in context, and in association with specific language structures and functions. This will help them transfer the language into their long-term memories. During the course of an activity, you should help the students with any lexical items or pronunciation features which they are unsure of. Section 3 (page 8) sets out a collection of standard activity-types which can be used with any of the picture sheets in this book.

The language notes opposite each page of pictures give activities which are designed specifically for that visual set.

1.6.1 Varying the activities Most of the standard activities are based on well-known games and may be familiar to your class. Younger learners are often very good at making up their own variations, while older ones may rely on you to suggest these. However, adults usually respond well, as they can practise actively without using the language 'in public'. The important thing is that the learners are practising the language in an active, meaningful way, and are also having fun. Some of the games may generate noise; others are quite quiet. Some are competitive; others require co-operation. You may wish to decide how to encourage weaker students in the competitive games. These can often be made into exciting team events, using mixed ability teams, with a time element. If this involves physical movement, make sure there are no hazards in the classroom! For extended practice, you may wish to get the students to move round the room after each game, changing partners and groups. Most games last between 5 and 15 minutes, although the writing activities generally take longer. Allow time at the end of a game to discuss difficulties, and ideas for varying or improving the game. There may be ways of adapting it to reflect the students' own interests more closely.

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1.7 Assessment Notes

1.7. 1 Self-assessment Activities and games based on picture cards are ideal for encouraging the learners to assess their own progress. Once they are sure of particular language items, they can discard these particular cards and use more unfamiliar ones. The cards can be used together later for a test.

1.7.2 Teacher assessment This can take place: • during a teacher-controlled activity with the ORP; • by observing individuals and pairs at work; • by joining in with groups or individuals during an activity; • by providing individuals or groups with a worksheet, based on the same visuals. Such feedback provides information for future reteaching, or for planning future work.

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SECTION

Using the Pictures

2 The pictures contained in this book can be used singly, or in a variety of combinations, to support work at different stages of the language programme. They can also be used with students of different abilities, needs and ages.

2.1 Use in class Notes

The visuals can be used: • with the whole class, to introduce vocabulary and concepts; • with individual students and groups, to practise or revise specific language items. They can be: • combined in many different ways to illustrate relationships between different areas of vocabulary; • used in random groups to introduce variety and an element of challenge; • introduced singly or in groups as the starting point for using language creatively. Function cards (page 52) can be used in combination with the visuals to encourage the transfer of learning from one context to another. Board games (page 52-56) involving the visuals and/or dice and spinners, can be used to set up group activities which are simple or demanding.

2.2 Using the OHP: why Notes

If available, an OHP is particularly useful for introducing new vocabulary. It can also be used for whole-class work at various stages in the language programme. It can be used to: . • ensure that the students understand the concepts underlying the activity; • review previously-taught language items before introducing new, associated vocabulary; • present new language; • provide teacher-led practice of new language; • assess whether the new language has been well enough learned for the students to go on to group work activities; • play whole-class games; • demonstrate the rules of a game before it is played in groups; • invite suggestions from the students on ways of using language items in different situations; • encourage activities which require the students to make creative use of the language they have learned; • organise feedback on an activity; • assess learning; • revise items which were learned earlier in the programme.

2.3 Using the OHP: how Notes

There are many ways of using the pictures on the OHP. Here are several, which will add variety and interest to your lesso~. • • • • • • • • •

Move the pictures slowly into focus and ask the students to name them. Flash the picture up. If it is not named, repeat more slowly. Reveal sections of the picture bit by bit. Cut the picture into sections, and put on the OHP in random order, and/or upside down. Ask the students to reassemble in the correct order. Use as silhouettes. Use a keyhole shape cut out of card as a frame. Play 'Through the Keyhole' guessing games. Colour the pictures using instructions from the class. Add overlays for items such as the price of clothes. Use for whole-class games such as Noughts and Crosses [3]; Whats on the Card? [1]; Kims Game [6]; True or False?[14]; and Guessing Game [13]. 7

SECTION

Standard Games and Activities

3 The group of games and activities described here can be used with most sheets of Picture Prompts in most books of the series, although you may want to vary them slightly. Each is cross-referenced by a number, eg [1], in the individual Lesson Notes. [1]

What's on the Card?

memorising; consolidating

•

Equipment:

20+ picture cards with text on the back, or a checklist of the text.

a

Picture Spread

free choice of visible cards

Spread the cards face up on a table. Take it in turns to pick a card and name it. If you are right, keep the card. If you are wrong, put it back. The player with most cards at the end is the winner.

b

Pick a Card

free choice of unseen cards

One player fans out the cards, face down. One player chooses a card and tries to name it. If correct, you keep the card. If incorrect, you put it back, and the cards are shuffled before the next player chooses. The winner is the player with most cards at the end.

c

Take that Card

no choice of card

Place the pile of cards on the table, face up. Take it in turns to name the top card. If you are correct, you keep it. If you are incorrect; that card goes to the bottom of the pile. Winner as before.

Variation: If you do not know a card, put it face up on the table in front of you. It becomes a penalty card. At the end of the game, take it in turns to name these cards. Whoever names the card correctly, wins it.

d

Quick Flash

no choice of card; time pressure

One person holds up a card for one second only. The first player to name it correctly keeps it. Winner as before.

[2] Line Solitaire

memorising; consolidating; revising 10+ cards per player.

• Equipment: Basic version

individual learning

Layout some cards in a line, face up. Name the first item, and then check with the word on the back. If you get it right, carryon. If you are wrong, learn the word. Then shuffle the cards, lay them out in a new line, and begin again. The winner is the player who completes the longest line.

Variation 1: Put the cards in a diamond or pyramid shape, or in rows of six, and see how many rows you can get right. Variation 2: Lay the cards in a square 4x4 (you need 16 cards per player). Move from comer to comer in the smallest number of moves.

[3] Noughts and Crosses

consolidating; revising; monitoring nine cards.

• Equipment: Basic version

Lay the cards face up in a 3x3 shape. Take it in turns to name them. If you are correct, tum the card over, or put a coloured counter on it. The next player tries to name one of the cards next to it. Three named cards in a row wins the game.

8

[4] Three in a Row

•

creative use of language any page of 20 pictures relating to a topic. Three counters for each player.

Equipment:

Basic version Choose a picture square, and name the item on it, or say something about the picture. If you are right, put a coloured counter on it. The first player with three counters in a row is the winner.

Variation: Use a 20-sided spinner. Proceed as above, but use the spinner to select the squares.

[5] I Spy ...

consolidating; revising

cards. • Equipment: Basic version Put some cards face up on the table. One player calls out the first letter of an item. The first player to point to a corre~t card beginning with that letter, wins it. That player calls the next letter. The winner is the player with most cards at the end of the game.

[6] Kim's Game

consolidating; revising

cards. • Equipment: Basic version Spread out cards face up on the table. All the players turn away, and one player removes one card. The first player to name the missing card wins a point.

[7] Bingo •

consolidating; revising; listening a sheet of 20 cards on a picture board for each player. Eight counters for each player.

Equipment:

Basic version Each player chooses eight items from the 20-picture sheet and puts a cross in the corner of each. The quiz person calls out the 20 items in any order. If you have put a cross next to that item, you can put a counter on it. The first player to put a counter on all their marked squares calls 'Bingo!' and is the winner.

Variation 1: The quiz person uses the 20-sided spinner to select the words called. Variation 2: Spread out 20 cards face up on the table. The quiz person removes them, and you write down ten words you can remember. The quiz person then shuffles the cards, and puts them down one after the other. Check your ten words against these. The first player to have ten words correctly spelled on their list is the winner.

[8] Charades

consolidating; revising

cards. • Equipment: Basic version The first player chooses a card and mimes the item for the others to guess.

9

[9] Snap •

consolidating; revising four sets of cards from the current topic, or previous ones.

Equipment:

Basic version Shuffle the cards and deal them out. Each player takes it in turn to put a card face up on the table. If two similar cards are put down, the first player to name the cards correctly wins them. [10]

Dominoes

consolidating; reading

•

sets of dominoes with pictures and text, using the blank square templates (page 55).

Equipment:

Basic version Distribute six dominoes to each player. Put one domino in the centre of the table. Take it in turns to put your dominoes down, as you match words and pictures. [11]

Matching Pairs

consolidating; revising

•

two sets of picture cards.

Equipment:

Basic version Shuffle the cards and spread them out face down. The first player turns over two cards. If they are the same, and if you can name them correctly, you can keep them, and have another turn. If they do not match, or if you cannot name them, the cards are put back. It is then the next player's turn. [12]

I Went to Market

consolidating; revising

cards. • Equipment: Basic version Spread suitable cards face up on the table. One player says "I went to market, and I bought ... ", and adds an item using the cards on the table as a prompt. The next player repeats the sentence and adds another item. " ... a sweater, a green shirt, and some trainers .... " Any player who gets the sentence wrong, or cannot name a new item, drops out. [13] Guessing Game

creative use of language

•

set of cards relating to current topic.

Equipment:

Basic version The first player thinks of one of the cards and says something about it. The first person to identify the card, wins it. [14] True or False?

listening

•

a sheet of cards.

Equipment:

Basic version One person points to a card, and makes a true or false statement about it. The person who correctly says "True" or "False" wins the card. Variation 1: As above, but the second player repeats the sentence if it is true, or corrects it if it is false. Variation 2: One person reads out a list of true or false statements about the pictures. The players make a note of whether each is true or false.

10

[15] Spot the Difference

•

creative use of language; speaking; listening

Equipment:

two enlarged copies of a picture for each pair.

Basic version pairwork Player A changes his/her picture by adding or deleting things. Player B asks questions to find out what the changes are, and makes similar changes. Compare your pictures. [16]

Storytime

creative use of language; writing

•

mixed cards.

Equipment:

Basic version Give each player some cards from mixed sets. Each player has 10-15 minutes to write a short story, incorporating the items on these cards. Each person then reads out their story. Variation 1: One player starts the story as an oral activity. The others take it in turns to add a sentence. Variation 2: Use the activity for homework, and ask the students to record their stories on a cassette. Play them back in class. Variation 3: Learners or groups select three or four cards at random. They then make up a story, or act out a scene, using the cards as prompts.

11

LESSON

Clothes (pages 12 to 17)

NOTES

Key language Clothes c

Clothes a & b

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

clothes coat raincoat anorak jacket suit pullover cardigan sweatshirt dress skirt trousers jeans blouse shirt T-shirt shorts knickers underpants bra

21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

tights socks pyjamas; nightdress tracksuit leotard swimming costume boots shoes sandals trainers tie belt (hand)bag scarf hat glasses watch purse; wallet size (clothes) size (shoes)

bracelet button baseball cap shawl bowtie slippers sunglasses bum bag zip apron ring handkerchief gloves shoulder bag waistcoat earring petticoat necklace nose ring dressing gown

Useful language Notes

What is it? It's a .... What are they? They're .... What's s/he wearing? Who wears (a) ... ? How much does (this shirt) cost? I'd like a (blue shirt), please. I'm looking for (a green T-shirt). Have you got any (red boots)? Have you got small/medium/large? Do you have this in size (39)? What size do you take? I'd like something (+ colour, style, pattern, price) please. Try it/them on. How do I look? Nice! Great! Awful! I'm not sure ... ! It's too big/long/small/tight.

Standard games and activities (see Section 3, pages 8-11) Notes

[1d] What's on the Card? Quick Flash: It's a (shirt). It's/It was a (red striped shirt). [6] Kim's Game. The (pullover) is missing.

12

Clothes a 1

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Notes

[11]

[12]

Matching Pairs What's it made of? : Write the names of materials on slips of paper, eg cotton, wool, nylon. Match these materials to the clothes cards. Or: Match the materials and clothes, eg a cotton bikini woollen socks silk underpants Or: Match the clothes to average local prices, or to cleaning instructions. I Went to Market. I went on holiday and I took .... When I go on holiday, I'm going to take ....

Faces Spinner: Give opinions on something another person has bought.

Additional activities for these picture sheets Notes

Improvise Think of (5) other uses for selected clothes items. Write them on slips of paper. The other players match these. Holiday Clothes Bingo Each player writes down 8 items of clothes to take on holiday. A quiz person calls out items from the full range. Each player ticks them off his/her list. The first person to cross out all 8 items calls 'Bingo!'. Two ofa Kind The players collect cards of clothes with the same colour, same pattern, or which start with the same letter, or of sub-sets, such as: summer/winter clothes; worklleisure clothes; indoor/outdoor clothes. Clothes Rummy The players collect (5) items that might be in a bag for: a beach holiday a wedding a hitchhike trip a business meeting Lost Property Deal out 5 clothes cards to each player. The players write down the items, and give the cards back. Shuffle the cards, and turn them over one at a time. The first player to claim all his/her missing clothes is the winner. Whose is this coat? It's mine! Players can play in pairs and answer with: It's ours! It's yours! I haven't got anything to wear. Write down (20) occasions, events or situations on (20) slips of paper. Players take it in turns to pick a slip and choose a clothes card to match it. They can give a reason. eg I'd wear a suit to an interview (to look smart).

exam revision a beauty contest doing housework a wedding the mountains

looking after children going to the doctor's hiking shopping the Marathon

an interview a disco gymnastics seaside day trip

Persuasion Deal (8) cards to each player. The players take it in turns to persuade the others to give them an object: Can I borrow your (sweater)? It's cold! Can you lend me your gloves? Mine have a hole in them!

14

Clothes b 24

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27

28

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32

15

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Notes

The Clothes Shop Make a currency spinner with suitable prices, eg £5, £6, £10 ... and decide how much money each player has. Decide how much each item of clothes costs. Players take it in turn to spin and 'buy' as many clothes as possible. Lost Luggage You lose your luggage on a plane. The holiday representative gives you (£100) to replace your clothes. What would you buy, and why? For a beach holiday, I'd buy .... Who's that? a Describe a person who is in the news this week (what they look like, what they are wearing, etc). The others guess who it is. b Make a list of famous people, or bring in magazine pictures. One group of students write descriptions of what they are wearing and what they look like. Another group matches the descriptions to the pictures or names.

16

Clothes c

17

LESSON

Snakes and Ladders (pages 18 and 19)

NOTES Notes

Game (four players)

a Each player places a counter outside square 1. b They take it in turns to use a six-sided dice or a six-sided spinner to move along the squares, counting aloud. c They name the item and put their counter on it. d A player who lands on a ladder goes up it. e A player who lands on a snake goes down it, unless there is already someone there - in which case, they stay where they are. f A player who does not know an item misses a turn. g The first player to reach square number 20 is the winner.

Additional activities Notes

The players create their own boards, selecting clothes belonging to a theme. They can use the copy master sheets from the back of the book, and pictures from magazines.

18

Snakes and Ladders

l~l ~

19

LESSON

Blockbusters (pages 20 and 21)

NOTES Notes

Game (four players in two teams) a The Team A players place their counters at the top of the board, outside the pictures. The Team B players place their counters at the bottom of the board, outside the pictures. b A Team A player names an item on the top line of the board. If it is correct, s/he places a counter on it. c A Team B player does the same with an item from the bottom line. d The second player from each team does the same. e The first Team A player names an object in the second line, adjacent to the one with his/her counter on it. If correct s/he moves to it. f The other three players do the same. g The players try to reach the opposite sides of the board. If they cannot find a place to move to, they stay where they are. h The winner is the first player or team to reach the other side.

Additional activities Notes

The players create their own boards, selecting clothes belonging to a theme. They can use the copy master sheets from the back of the book, and pictures from magazines.

20

Blockbusters

21

LESSON

Matching Pairs (pages 22 and 23)

NOTES

Key language

1 shoe (high heeled) 2 sandal 3 earring

4 5 6 7 8 9 10

lace-up shoe glove trainer sock wellington sock shoe (high heeled)

11 slipper 12 glove 13 earring

14 15 16 17 18 19 20

slipper wellington trainer sandal boot lace-up shoe boot

Standard games and activities (see Section 3, pages 8-11) [1] What's on the Card? Notes [3] Noughts and Crosses [4] Three in a Row [14] True or False?

22

Matching Pairs 1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

23

LESSON

Happy Families (1) (pages 24 and 25)

NOTES

Key language dress

pullover/sweater

skirt

T-shirt

tie

Standard games and activities (see Section 3, pages 8-11) [1] What's on the Card? Notes [3] Noughts and Crosses [4] Three in a Row [11] Matching Pairs [14] True or False?

Additional activities for these picture sheets Happy Families (four players) Notes

a Cut up the cards. Play in groups of four. Shuffle the cards and give four to each player. Put the rest in the middle of the table, face down. The aim is to collect four cards of the same type. b Players take turns to ask each other Have you got a (dress)? If the player has got it, s/he says Yes I have. Here it is. and gives the card. The player who gets the card discards one of their cards onto the pile. If the player does not get a card, s/he picks the top one from the pile, and discards another one. c The first player to get a set of cards says 'Happy Families!' NOTE: Use the blank master sheet to create other combinations of families.

24

Happy Families (1) 1

2

5

6

7

8

9

10

11

12

19

20

14

17

18

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25

LESSON

Happy Families (2) (pages 26 and 27)

NOTES

Key language bag

coat

shirt

shoes

watch

Standard games and activities (see Section 3, pages 8-11) [1] What's on the Card? Notes [3] Noughts and Crosses [4] Three in a Row [11] Matching Pairs [14] True or False?

Additional activities for these picture sheets Happy Families (four players) Notes

a Cut up the cards. Play in groups of four. Shuffle the cards and give four to each player. Put the rest in the middle of the table, face down. The aim is to collect four cards of the same type. b Players take turns to ask each other Have you got a (bag)? If the player has got it, s/he says Yes I have. Here it is. and gives the card. The player who gets the card discards one of their cards onto the pile. If the player does not get a card, s/he picks the top one from the pile, and discards another one. c The first player to get a set of cards says 'Happy Families!' NOTE: Use the blank master sheet to create other combinations of families.

26

Happy Families (2) 1

2

3

4

5

6

7

8

9

10

11

12

16

c

19

27

20

LESSON

Odd One Out (1) (pages 28 and 29)

NOTES

Key language 1 socks 5 gloves 9 coat 13 dress 17 suit

2 6 10 14 18

shoes trainers shorts tights tie

3 trainers

7 hat 11 raincoat/mac

15 knickers/pants 19 shirt

4 8 12 16 20

gloves socks boots bra leotardlbody

Standard games and activities (see Section 3, pages 8 -11 ) Notes

[1] [3] [4] [5] [11] [14]

What's on the Card? Noughts and Crosses Three in a Row I Spy ... Matching Pairs True or False?

Additional activities for these picture sheets Notes

Odd One Out a Players decide which picture is the odd one out. They must name all the pictures in the line to get a point.

Variation: b Use a 20-sided spinner and win a point for landing on the odd one out. c The player with most points wins. NOTE: You can make variations using the blank masters.

28

Odd One Out (1) 1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

. . ..... ... . ~

17

18

19

29

20

LESSON

Odd One Out (2) (pages 30 and 31)

NOTES

Key language 1 5 9 13 17

raincoat/mac dress socks shorts gloves

2 6 10 14 18

coat shorts boots pullover/sweater shirt

3 tie 7 trainers 11 T-shirt

15 T-shirt 19 hat

4 8 12 16 20

suit leotardlbody shoes dress tie

Standard games and activities (see Section 3, pages 8-11) [1] What's on the Card? Notes [3] Noughts and Crosses [4] Three in a Row [5] I Spy •.• [11] Matching Pairs [14] True or False?

Additional activities for these picture sheets Odd One Out Notes

a Players decide which picture is the odd one out. They must name all the pictures in the line to get a point.

Variation: b Use a 20-sided spinner and win a point for landing on the odd one out. c The player with most points wins. NOTE:

You can make variations using the blank masters.

30

Odd One Out (2) 1

2

3

4

5

6

7

8

~. lll£ 9

10

11

12

13

14

15

16

17

18

19

20

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31

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LESSON

How much

.IS

it? (pages 32 and 33)

NOTES

Key language 1 2 3 4 5 6 7 8 9 10

necklace belt sunglasses T-shirt knickers/pants boots tie wallet dress scarf

11 12 13 14 15 16 17 18 19 20

purse tights trainers shorts sweatshirt bag sweater socks (under)pants jeans

Useful language Notes

I need a .... I need some ..... I must buy a/some ... . Where can I buy ... ? Have you got a/some ... ? How much does it cost? How much do they cost? Can you buy a (sweater) for X? What's it like? What are they like? How much did it/they cost?

Standard games and activities (see Section 3, pages 8-11) [1] What's on the Card? Notes [3] Noughts and Crosses [5] I Spy .•. [8] Charades [12] I Went to Market [13] Guessing Game [14] True or False?

Additional activities for these picture sheets Prices Notes

Write suitable prices on the labels. Use the prices when playing the above games.

What's wrong?: prices Write crazy prices on the tickets. Players suggest more realistic ones. Price survey Survey local prices of similar items. Report back (using current exchange rates).

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How much is it? 1

2

3

33

4

LESSON

Going Shopping (pages 34 and 35)

NOTES Notes

These pictures show stages in a failed shopping trip. Learners will be able to suggest other examples!

Suggested sequence I (Mother to son): There are holes in your sweater. You need a new one! 2 They catch the bus into town. 3 They look in a shop window. Mum sees a sweater she likes. 4 She finds it in the shop. The boy wants a different one. 5 She asks the assistant: Have you got it in size X? 6 She asks: Where can he try it on? 7 He tries it on. 8 He comes out. He hates it; Mum loves it! 9 She hands it to the assistant. 10 The assistant wraps it up. 11 Mum pays. 12 They go home on the bus. Mum's happy; her son is miserable. Suggested language practice a Tell the story as above. b Suggest more of the dialogue. c Suggest what e<;lch person is thinking.

Standard games and activities (see Section 3, pages 8-11) [3] Noughts and Crosses Notes [8] Charades [13] Guessing Game [14] True or False?

I

Additional activities for these picture sheets Matching Pairs Notes

Write what the people are saying on slips of paper. The students match these to the pictures.

Sequences (three players - a set of cut-up cards for each group.) a Oi ve cards 1, 5 and 9 to each of the three players. b Shuffle the other cards and place face down on the table. c Each player in turn takes a card and turns it over. If it follows their own in the sequence, they say something about it, and keep it. If it does not follow in the sequence, they put it back. d The first player to collect four cards is the winner. Storytelling Use the cards as prompts to tell a story (varying the tense). Or use them to amend the story, introducing different characters. Shopping Students describe what happened to them on a shopping trip, or irritating things which happened when someone accompanied them. Survey Award points to local clothes shops for: fashion service prices music changing rooms

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Going Shopping 1

2

35

LESSON

Why Clothes? (pages 36 to 39)

NOTES Notes

These pictures illustrate some reasons for wearing clothes. Learners will be able to suggest other examples! You may wish to use the Background material for discussion. Background material What we wear often depends on: • who we are; • where we are; • when we are in a place; • why we are there; • what we are doing; • how we are doing it.

Influential factors: activity age century civilisation climate and weather culture

economic background gender race religion social class

We wear clothes to: attract attention be attractive conform decorate ourselves display personality express feelings express modesty

influence others make statement about lifestyle and beliefs rebel reflect social status show what social group we belong to show what we do

Using the pictures The illustrations can be used to teach a range of specialist clothes vocabulary, and the reasons why people wear them. Suggested language practice for each picture a Talk about the picture. b Name an item of clothing or accessory. c Describe what the person is wearing. d Suggest the reasons for wearing these clothes.

eg Picture 1 a Talk about the picture. He's a chief - an Indian. He lives/lived in North America. b Name an item of clothing or accessory. necklace; top; feathers; head-dress c Describe what the person is wearing. He's wearing a head-dress and war paint/jace paint. d Suggest the reasons for wearing these clothes. - he wants to show he's a chief; - to show his authority; - so that others will follow him; - so that other tribes will know who he is; - because it is the tradition; - because he likes decoration.

36

Why Clothes?

37

LESSON

Why Clothes?

NOTES Notes

Suggested reasons linked to each picture 1 Time/culture/tradition/status/ decoration/ conflict 2 Time/modesty 3 Time/warmth/climate/ environment 4 Group culture/fashion 5 Recognition/job/role/status 6 Make children laugh/ be silly/ express emotion 7 Be attractive/fashion/display personality Time/climate/culture/status 8 9 Time/culture/gender 10 Job/protection/status

11 Status/role/money/power/decoration 12 Time/climate change 13 Culture/class/dress imposed by others 14 Culture/gender/make a statement about self 15 Rebel/fashion/make a statement! decoration 16 Status/job/achievement!recognition/ reflect beliefs/decoration 17 Culture/situation/event 18 Age/gender 19 Time/class/fashion 20 Express personality/attract attention/ amuse others

Additional language If! lived in XXXX, I'd wear .... People who lived (in Ancient Rome) wore ... . If you lived in (Japan), you might wear ... . She's wearing X, so I think she's .... If he's wearing X, he must be (rich/a police officer).

Standard games and activities (see Section 3, pages 8 -11 ) Notes

[8] [13]

Charades Mime the person and their clothes. Guessing Game I live in Japan. I'm going to a .... I'm very rich.

Using Spinners 20-sided spinner game He's a clown. He's wearing enormous shoes and a silly hat. He wants to make children laugh. Faces spinner game I like/don't like fur because .... Question spinner game Who wears jeans and trainers? Why is she wearing a crown?

Additional activities for these picture sheets Notes

Twenty Questions Are you a man? Are you wearing a uniform? Have you got a hat? Comparing cultures Compare dress in your culture with that in other cultures. Advertising Look at ads on TV and in magazines and analyse people's clothes. History of clothes Select clothes from the past and try to think of reasons for their appearance.

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Why Clothes?

39

LESSON

Dressed for the Job (pages 40 and 41)

NOTES Notes

These pictures illustrate some examples of work clothes. Learners will be able to suggest other examples! You may wish to use the Background material for discussion. Background material There are many kinds of special work clothing. Protection goggles aprons armour ear muffs helmets hoods from ... accidents pesticides

heat dirt

chemicals X-rays

surgery Hygiene food Smartness/confidence air steward

nurse fire

Recognition ambulance police Allowing movement ballet gymnastics Entertainment

fancy dress

hats gloves

boots masks

insects dust

cold war

fire

doctor sales person traffic warden

theatre costumes

Suggested language practice Name an item of ordinary clothing: jacket shoes skirt suit Name an item of clothing worn for work purposes: ear muffs sterile mask wet suit Describe what someone is wearing (and why): He s wearing a jacket with tails because he s the conductor of an orchestra. Suggest what material something is made of, and why: The boots are made of special plastic as protection from radiation.

Standard games and activities (see Section 3, pages 8-11) Notes

[1] [8]

What's on the Card? Charades Mime the person doing the job, and one of the things they are wearing. [13] Guessing Game I'm wearing a mask. Using Spinners 20-sided spinner game Tights: He's a dancer. He s wearing tights and ballet shoes. Question spinner games Who wears a helmet and leg pads? Why? Twenty Questions Are you a man? Are you wearing a helmet?

Additional activity for these picture sheets Notes

Science a Investigate the properties of materials and clothing: cotton nylon lace polyester leather rubber linen wool b Suggest suitable materials for items of clothing, according to various criteria: absorbent functional attractive hard wearing cheap quick to dry easy to clean waterproof fire resistant c Do a ranking exercise for the materials for each criterion.

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Dresse d for the Job

41

LESSON

.

Going Out In Style (pages 42 and 43)

NOTES These pictures illustrate some examples of fashions from the past few decades.

Suggested language practice Notes

Name an item of ordinary clothing: boots dress skirt suit Name a fashion detail: braces ring in nose platfonn shoes sideboards Name a style of clothes: punk street fashion teddy boy Describe what someone is wearing: The teddy boy is wearing narrow (drainpipe) trousers.

Additional language Do you like the new fashions? I lovelhate this because ... This is in/out of fashion. This was in fashion (10) years ago. My (father) used to wear this!

Notes

Standard games and activities (see Section 3, pages 8-11) Notes

[1] [8]

What's on the Card? Charades Mime the person, and one of the things they are wearing. [13] Guessing Game I'm wearing a shirt and tie and red braces. Using Spinners 20-sided spinner game Bra: She's wearing a black bra on top of a T-shirt. Question spinner games What is this? Why do you like it? When would you wear it? Faces spinner games I love (hippy) clothes. I hate (modern) clothes.

Additional activities for these picture sheets Notes

Twenty Questions Are you a man? Are you wearing jeans? Teenage Fashion Carry out a survey. Bring in pictures of teenage fashion. New Year Fashion Make a list of things that will be 'in' and 'out' next year. History of Fashion Discuss changes in fashion styles, and bring in pictures.

42

Going Out in Style

43

LESSON

What's Wrong? (pages 44 and 45)

NOTES

Suggested language practice Notes

Name an item of ordinary clothing: boots dress skirt socks Describe what someone is wearing: She s wearing a dress, socks and shoes. Say what is wrong in the picture: She shouldn't wear socks and high heeled shoes! You can't wear ... because .... If you wear ... , people will think you .... No one wears a (bikini in winter)! Give a command: Take off the shoes! Put on some tights!

Standard games and activities (see Section 3, pages 8-11) Notes

[1] [11]

What's on the Card? Matching Pairs (with Clothes cards) Find the correct card to put it right. eg Picture 1: tights. [13] Guessing Game I'm wearing shorts and high heeled shoes. Using Spinners 20-sided spinner game Belt: He s using a bit of rope as a belt. Question spinner games Who would wear this? What's wrong? Why would you wear this? When would you wear this? Where would you wear this?

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What's Wrong?

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45

LESSON

Fashion Diary (pages 46 and 47)

NOTES Notes

These pictures illustrate some common situations relating to clothes. 1 2 3 4 S

At a fashion show. Going window shopping. In a clothes shop. In a shoe shop. At the local market.

6 7 8 9 10

At a fancy dress party. At the launderette. At the dry cleaner's. Hanging clothes on the line. Looking after clothes.

Suggested language practice Notes

a b c d

Name items in each picture. Describe an aspect of the picture. Say what's happening in each picture. Describe a possible sequence of events in that picture. Example (at the launderette): You arrive ... find an empty machine ... put the clothes in ... put the washing powder in ... put the money in ... set the controls ... press 'Start' ... wait ... take the clothes out ... put them in the drier ... put the money in ... wait ... take out the clothes ... put them ill a bag ... go home. e Arrange to meet someone. Explain what you want to do. f Practise the conversation for the situation.

Standard games and activities (see Section 3, pages 8-11) [8] Charades Notes

Take a card and mime the scene. Matching Pairs Write on a slip of paper what someone in one of the pictures is thinking or saying. [13] Guessing Game A boy is putting his clothes into the washing machine. [14] True or False? He's ironing a shirt. Using Spinners Question spinner games Who s dressed as a gorilla? Where did you buy that costume? Faces spinner games I hate that dress! What a great costume! I hate sewing on buttons! [11]

Additional activity for these picture sheets What happened? Notes

Choose a picture and compare interesting personal experiences. Be truthful or not!

46

Fashion Diary

47

SECTION

Using the Spinners

4 Language spinners or dice can be used in combination with visual materials to add a further enjoyable dimension to the learning experience. Spinner versions of dice included in this book are: • Question and Pronoun • Tenses • Colour x 2 • Mood • 10, 12 and 20 sided Number Dice. Blank spinners of different shapes and sizes are also provided for teachers to create their own language versions, and amended or additional prompts. How to prepare • Photocopy the spinners onto thin card, or photocopy onto paper and glue this onto thicker card. Make a hole in the middle, and push through a section of a thickish drinking straw, a long matchstick, or a toothpick. Secure with rubber bands or blutak around the straw on both sides of the spinner. • Blank spinners are provided so that the materials can be easily adapted. For example, teachers can photocopy and duplicate selected items and paste them up to create additional materials appropriate to particular groups. Learners can be asked to adapt the games and make up new ones as an exercise. • It is also possible to use small cards as an alternative to dice or spinners. Group Work· Suggested Activities: Use a spinner or dice as an extra prompt within games such as Three in a Row or True or False. Choose one item on the dice or spinner for repeated practice of one item, or allow players to have a free throw. • Cards can be used to indicate the context in which sentences indicated by the dice should be generated, for example Questions about Shopping, Colours of Clothes, Feelings about A relative's dress sense. • Stacks of cards and a selection of dice can be used to generate quite complex sentences. Eg Questions dice + Pronoun dice + Tenses dice + Clothes cards can give: Where did she buy that hat? When are you going to buy me a new coat? • Sentences generated could be written down for later checking with the teacher. Question Spinner: Example: Why are you wearing your best suit? Pronoun Spinner: Example: I'm wearing a suit, but they're wearing jeans. Colour Spinner: Example: That dress is pink. He's wearing a black jacket. Faces Spinner: to prompt opinions and feelings. Examples: I like ... I love your new shirt. I quite like that coat. I hate that dress. Number Spinner: Examples: He's got three pairs of black shoes. Tenses etc Spinner: > (play) » (fast forward) «(rewind) X negative ? question command

(the first three of these prompts are based on video controls). say something about the present. say something about the future. say something about the past. say something using a negative. make a question. give a command.

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49

WHO

50

51

SECTION

Individualising the materials

5 Notes

Depending on the age and level of your students, you may wish to adapt the basic cards, or to use them in different ways.

5.1 Function cards Notes

You may want to prepare some written function cards to use in connection with the picture cards. Prepare sets saying such things as: ASK FOR INFORMATION COMPLAIN ABOUT SOMETHING EXPRESS A WORRY

5.2 Make your own games Notes

The blank masters on pages 53-56 can be used to prepare your own games. These consist of: • 10-square board; • 12-square board; • 20-square board; • honeycomb board.

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