English Material About Clothes and Fashion

Lydia Ciola is a educatee at UCLL in Diepenbeek, Belgium. She is interested in languages, the Bible, nature, doing handicrafts and cooking and baking. Electric current professional interests are teacher grooming periods in different secondary schools and a week of voluntary work in a campsite for children with autism. She as well likes reading in her gratis time, especially English classics (Charles Dickens, 50.M. Montgomery.) Enjoys working with pupils (preferably ages 12-fourteen) and weaker pupils who need a lot of support in their learning process.

Email: lydia.ciola@student.ucll.exist

Lesson plan/ projection

Introduction (5 minutes)

The teacher puts some pictures of people wearing unlike outfits in different clothing styles on the blackboard. The pupils accept to come to the front end and stand up in front end of the pictures they similar the best. The pictures are the following:

Subsequently the pupils have chosen some pictures and a clothing style, the teacher asks a few pupils why they chose those pictures or that specific style. And so, the teacher asks the pupils if they have a question for a classmate who likes another clothing mode than they exercise. This style the pupils have a short course discussion about dissimilar vesture styles and why people like them.

Lesson proper

• Presentation (x minutes)

The teacher presents the new vocabulary by showing and discussing pictures in a PowerPoint presentation. The instructor asks a lot of questions nigh the vocabulary, and so the pupils will remember the words in a amend way.

Functional wearable

• The first detail is an apron. Why would you wearable an apron?

To protect your clothing from getting muddy.

• Who would wear an apron? Give some examples of people who would wear it.

A melt, someone who is cleaning the business firm …

• In the second flick we meet a bow tie. Who would wear this and why?

Men, when they are wearing a suit to get to a party or an important event. A clown, considering it is function of its outfit.

• Next, we accept mittens. When practice you wearable these?

In the winter or when it is really cold outside.

• Why do you wear the mittens?

To keep your hands warm and cosy.

• In the next picture we encounter a pair of sandals.  Who could vesture this pair?

A daughter or a woman.

• Of course there are sandals for men too. When exercise people wearable sandals?

They wear them in the summer, when the weather condition is nice.

• In the post-obit picture, you see a dressing gown. When practice people article of clothing it and why?

When they become upwards in the morning to keep themselves warm.

• The next item is a helmet. Who wears a helmet? And why do they article of clothing it?

Cyclists wearable it to protect their head in case they would fall.

• A lifejacket is the next one. When would you wearable one and why?

On a boat trip. If you would fall in the water, you can't drown.

• Next, nosotros take a pair of trainers. What do you use these shoes for?

For running or grooming.

• In the following picture, you can see a wetsuit. When do you need this suit?

You accept to clothing a wetsuit for abyssal diving.

• Concluding but not least, there is a tracksuit. Which vesture item could you clothing together with a tracksuit? And when would you vesture this outfit?

The trainers. Yous can wear this outfit for running or training.

Different types of fabric/material

The teacher quickly goes through the different types of fabric, together with the pupils.

Describing clothes

The instructor goes through some descriptions of clothes, together with the pupils.

For case:

• What tin can you say near the sleeves?

None, long or short.

• What can you say about the pattern?

Flowers, squares, no design, stripes.

• Do (5 minutes)

Exercise 1

The pupils work in pairs. They have to draw the clothing of the person sitting next to them. They discuss their descriptions together.

The following questions might help the pupils: What is he/she wearing? Which fabrics are the wearable items made of? Which patterns do the items take? What nigh the length of the sleeves?

The teacher besides gives an example by discussing his/her ain outfit.

The teacher walks around, guides the pupils if necessary and listens to the conversations.

• Do/product (30 minutes)

Practise 2

This exercise is a combination of writing, speaking and fine art. The exercise is nearly the following storyline.

Storyline

You all work in a company that creates functional clothing. The pictures in the PowerPoint presentation were the commencement designs for the article of clothing items, merely your boss isn't happy with the style the items await. He wants all of you to create a new clothing line. Each team has to create 3 new pieces. You tin choose which ones you want to recreate. Each member of your squad has to have up a unlike part after you've brainstormed near your ideas.

For this exercise the pupils are divided into groups of four. In each group ane person is the manner designer, i is the reporter, i is the graphic designer and one is the representative.  After working on each clothing item, the pupils are immune to switch roles.

Roles

Fashion designer: you draw the different items with the colours and patterns yous want the items to accept. Make sure information technology looks good for your boss.

Reporter: you lot write down the descriptions of the wearable items. Make sure your boss knows which fabrics and materials you lot want to utilize and what the items will look like.

Graphic designer: yous create the lay-out of the presentation of your clothing line. You can create a PowerPoint presentation or a mag cover. Try to arroyo your target grouping.

Representative: you are the spokesperson of the group. Yous have to lay the ideas of your squad in front of the boss and some other colleagues. They tin enquire you questions well-nigh your ideas.

The pupils become five minutes to brainstorm in their groups and to split the roles.

The pupils get four minutes to create each article of clothing item. After each four minutes the representatives come together for a coming together. They present the thought of the first vesture detail and they check each other'southward texts for mistakes. While the representatives meet up, the other pupils work on the next clothing detail.  The third vesture item will non be discussed past the representatives, so that particular volition be the clandestine detail.

Possible questions the representatives could ask during the meetings: Which habiliment item did your grouping blueprint? What does the wear item wait like? Which fabrics or materials will you use and why?

When all the teams are gear up with their preparations, the representatives nowadays the ideas of their teams to the other groups. Each grouping gets well-nigh two minutes to nowadays their ideas. (x minutes) Eventually the groups will vote on the all-time team. The squad that has been voted on the most, will receive a raise (a prize: candy or something like that). (3 minutes)

Source

I used Tine Bergen, T.B., (2014) Shuffle this 3, die Keure, p. 192-195. workbook for the vocabulary listing and some of the pictures used in the exercises. The pictures that I used in the lead-in do not come from this workbook.

Extra data

Prior knowledge

The pupils take already learnt some vocabulary most apparel and way. This means that they know the bones vocabulary to talk about clothes and fashion.

Extra

PowerPoint presentation

Vocabulary list

functional habiliment	fabrics/materials	describing clothes
an apron a bow tie mittens a pair of sandals a dressing gown a helmet a lifejacket a pair of trainers a wetsuit a tracksuit	cotton denim nylon silk linen polyester rubber wool fur leather	long-sleeved checked sleeveless floral short-sleeved striped plain sporty fashionable

Worksheet

Worksheet: Vocabulary: dress and fashion

1 Oral exercise. Describe the article of clothing of the person sitting next to you. Talk over your clarification with your neighbor. The following questions might help y'all:

• What is he/she wearing?
• Which fabrics are the habiliment items made of?
• Which patterns do the items accept?
• What nigh the length of the sleeves?

2  Read the following storyline.

Storyline: You all work in a company that creates functional clothing. The pictures in the PowerPoint presentation were the commencement designs for the clothing items, but your boss isn't happy with the fashion the items await. He wants all of you to create a new habiliment line. Each team has to create three new pieces. You can choose which ones you want to recreate. Each member of your team has to take upwards a dissimilar role subsequently y'all've brainstormed about your ideas.

Roles

Fashion designer: you depict the unlike items with the colours and patterns you desire the items to have. Make sure it looks good for your dominate.

Reporter: you write downward the descriptions of the clothing items. Make sure your boss knows which fabrics and materials yous desire to use and what the items will look like.

Graphic designer: you create the lay-out of the presentation of your wear line. You can create a PowerPoint presentation or a magazine cover. Try to approach your target group.

Representative: you are the spokesperson of the group. You take to lay the ideas of your team in front of the boss and some other colleagues. They tin can ask yous questions near your ideas.

Brainstorm about three article of clothing items

Inventiveness

Introduction

Inventiveness. What is it and what is its role in the English language classroom? Is it but about creating game-like didactics methods or are there other means to bring creativity in the classroom? In this article I will give my opinion on the role of creativity in the classroom past answering the above questions. Firstly I'll talk about creativity and what it ways to be a artistic teacher. Next, I'll talk about the office of creativity in the classroom and how that role can be fulfilled.

Background

A creative teacher

Co-ordinate to the English Oxford dictionary creativity or inventiveness is the employ of imagination or original ideas to create something. A creative teacher so must be a person who uses his/her imagination to create something to be able to teach. If this is true, then each instructor has to invent new means of pedagogy. I don't think that is possible for each and every teacher. Some prefer to rely on the ideas of others, because the chore of a teacher already is a stressful one. Maybe inventing new teaching methods isn't the just thing that makes a teacher artistic.

Let's get back to the true role of a teacher, which shouldn't be pushed to the background. That role is of grade educational activity pupils new subject field matter that they can utilise in their lives. A teacher isn't someone who has to invent fun activities to make pupils learn. That is a nice extra, but information technology's non necessary. I'm non saying that school tin can't be fun, but having fun isn't the main objective of school. There are more ways to inspire pupils to acquire and to motivate them. For example, past being an enthusiastic teacher that loves his/her subject.

What then makes a teacher artistic? Not all teachers are very creative when information technology comes to inventing fun means of learning. However, every teacher is/ has to exist artistic enough to discover ways of teaching that match the levels and needs of his/her classes. I truly believe that that is worth a lot more hundreds of creative lesson activities. If a teacher uses his/her talents in the classroom to back up pupils, he/she is artistic. An authentic teacher who sets an example and teaches others well-nigh the world outside the school building can leave a articulate imprint on the pupils they won't forget. To me that is very valuable.

The role of creativity in the classroom + examples

The part of creativity in the/my classroom is a major one. Creativity does play an important role to motivate pupils; to keep them engaged. The society nosotros live in today expects people to exist creative. Existence able to call up and find creative solutions to bug is one of the competences employers enquire for nowadays. Teachers have to help pupils to utilise their imagination. Setting an example is the style to go, but how can teachers do that?

As I already mentioned, I don't believe that the merely way to exist creative is by creating fun lessons. That shouldn't be the main aim. Creativity can be entwined in a instructor'southward lessons in various means. If teachers bear witness their pupils that they have a positive mindset nearly life and its problems and if they tell them that there is a solution to every problem, that is a good start. Next, a teacher should guide his/her pupils to look for solutions. Helping pupils to orientate, plan, practise and reflect is a way of doing that. Teaching strategies to think conspicuously nigh something and solve problems is teaching pupils to be creative.

Conclusions

In decision, I can say that being a creative teacher doesn't necessarily hateful that yous have to create new ways of teaching. Inventiveness is much more than that. A creative teacher is someone who finds ways of teaching that are appropriate for a specific group of pupils and who utilises his/her talents to create a motivating learning environment. Another decision is that creativity has a meaning role in the classroom, considering it motivates pupils. Motivation is the central to a good lesson. Other than that, it'due south of import considering our society demands artistic thinkers and teachers have to prepare their pupils for it.

Reference

Johnson, B. (2015, Septembre 28). "Creative Teacher" Is Not an Oxymoron. Retrieved from edutopia: https://www.edutopia.org/blog/creative-teacher-not-oxymoron-ben-johnson

Please check the CLIL for Secondary class at Pilgrims website.

Please bank check the English Linguistic communication grade at Pilgrims website.

Delight check the Creative Methodology for the Classroom form at Pilgrims website.

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