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TEACHER´ S SHEET

Didactic unit

TOPIC: clothing

clothes and climate

clothes for special occasions

clothes and traditions

clothes and work

clothes and sports

clothes and shopping

LEVEL: intermediate

Social and Cultural Information:

Information about the role of clothing in Europe:

Types of clothing, sizes, colours, styles, fabrics and uses.

Description of traditional costumes e.g. Lederhosen and Dirndl or wooden clogs etc

Different types of fabrics\materials e.g. leather, synthetics, wool, cotton, silk, cashmere…

Objectives

General Objectives

	To increase vocabulary related to clothing in different contexts
	To practise different grammatical structures
	To improve speaking skills
	To enhance the awareness of intercultural similarities and differences
	To raise interest in each others customs and traditions
	To improve the reading skills

Specific objectives

	To enable the students to name different types of clothing, shoes, accessories and fabrics
	To be able to describe how to care for clothing: washing, dry-cleaning, repairing, ironing
	To describe clothing of different professions and trades, clothing for special occasions, clothing for sports, traditional clothing, clothing for different climates
	To be able to shop for clothing
	To be able to write descriptions
	To practise numbers and money

Didactic material

	Pictures, postcards, playing cards
	Maps, flags, pins
	Items of clothing (different materials)
	Games
	Vocabulary lists/cards
	Internet information
	Magazines, newspapers, books, …..
	Grammar rules sheets

Method:

see units below

Evaluation:

	check the students´ progress regularly
	check if the students are able to repeat information and to apply linguistic structures used during the lesson
	test the grammatical knowledge
	control the involvement of each student (e.g. by doing exercises…)
	also see further evaluation after each exercice

Further information:

Internet sites

Books about clothing, traditional styles, handicraft books,

Pictures and more : see

www.boco.de, www.aah.de, www.costumesworld.com,

www.hf-uniform.de, www.adjudant.com,

www.midalp.com, www.troupesdemarine.org,

www.infirmiers.com, www.surnois-schirme.de,

www.lamsa-arabia.com, www.my-qipao.com,

www.mysuitsshop.com, www.hintsandthings.co.uk,

www.cyrillus.fr, www.shopping.kelkoo.fr,

www.floradane1.free.fr, www.membres.lycos.fr,

www.trachtenonlineshop.de, www.ockotest.de,

www.archivist.f2s.com, www.wooland-junior.kent.sh.uk,

www.otto.de, www.neckermann.de,

www.quelle.de, www.bader.de, ………….

Expected results:

See "Objectives"

a.Climate and clothing

Exercises

Time

Preparation

Suggestions for student activities

Step 1: 10´

	Warm up: a map of Europe or of the world (see:"Clothes and traditions")
	Vocabulary lists: one to speak/write about the weather, the other one to speak/write about the clothes in different climates

	Show on the map where you come from and describe the climate there.
	Do you wear mostly summer clothes or do you need winter clothes as well?
	What is "in" in your country ?
	What colours of clothes are related to the climate ?

Step 2 : 10´

Pictures of different clothes (suits, dresses, shirts, shoes, gloves, scarf, boots, T-shirts, bikini, fur coats, overcoats, raincoats,…)

	Where in Europe do you wear these clothes ?
	At what time of the year?
	Are there clothes that you never need in your country (e.g. a fur coat in Casablanca)

Step 3: 20´

	Explanation sheets with terms for speaking about the weather.
	Different weather maps from newspapers or internet for the students.

If necessary grammar rules (present, past, future)

	Each student gets a weather map of a European country
	He/she should make a list of vocabulary used when speaking about the weather
	Compare the lists in small groups and complete them
	Compare all the lists with the teacher´s list.
	What is the weather like today? What do you usually wear in such weather?
	What was the weather like yesterday? What did you wear?
	What will the weather be like tomorrow? What will you wear?

Step 4: 10´

	See Appendix 1
	Grammar: adjectives rules

Fill in the right words

Example for Step 3 (Appendix 1)

Material	Season	Find adjectives	Describe the weather
Wool
Silk
Cotton
Tweed
And so on …

Solution (e.g.)

Material	Season	Find adjectives	Describe the weather
Wool	Winter	Warm, natural	Cold, wet, frosty
Silk	Summer	Cool, elegant	Hot, humid, dry, warm
Cotton	All the year	Natural, adaptable
Tweed	Winter	Warm, waterproof,	See above
And so on …

Student´s evalutation

CONTENTS

+/-

To be able to make the relation between clothing and climate: where it is worn , when it is worn

	Lexical
	Phonetic
	Syntax

To be able to describe what kind of clothes are worn in different parts of Europe

	Lexical
	Phonetic
	Syntax

To be able to speak about the weather and climate of different European countries

	Lexical
	Phonetic
	Syntax

To be able to speak about the present

	Lexical
	Phonetic
	Syntax

To be able to speak about the past

	Lexical
	Phonetic
	Syntax

To be able to speak about the future

	Lexical
	Phonetic
	Syntax

To be able to use adjectives for description of weather and clothes

	Lexical
	Phonetic
	Syntax

Pictures – examples

b. Clothes for special occasions

Time

Preparation

Suggestions for student activities

Warm up: 5

Teacher introduces the topic (e.g. What special occasions do you celebrate in your country? If so, what do you wear? Do the clothes differ from everyday clothes?)

A small ball

	a student speaks about a special occasion and the clothes of her/his country and throws the ball to another student
	this one speaks about another occasion
	and so on

Step 1: 15´

List of special occasions (e.g. Weddings, parties, funerals, religious ceremonies, opera and theatre, school…)

Pictures

Pair work : each student comments on the picture that she/he has got and explains the differences and similarities in her/his country

Step 2: 15´

Pictures of school clothes

Comparing exercise: school clothes in the guest country and in the students´ own country

Examples of possible questions:

Exercises

1a. What do you wear to a birthday party?

1b. What do you wear to a birthday party during the day and in the evening?

2. Do you celebrate Christmas? If so, what do you wear?

3a. What do you wear to:

	a party
	a cocktail party
	a wedding
	a Christening
	a Communion
	a funeral
	a religious ceremony
	the opera
	at school
	to go to church
	for a family reunion
	…

3b. Can you think of any other special occasions? What do you wear?

3c. On what special occasions do you wear a hat in your country?

Weddings

4a. Look at the photo of the wedding. Describe what the bride and groom are wearing.

4b. What do the bride and groom wear in your country?

4c. What do the others in the bridal party wear , e.g. the bridesmaids, the best man, the parents

of the bridal couple , and the guests? Describe these clothes.

4d. Ask if someone in your class has been to a wedding recently. What did they wear?

5a. What footwear do you wear on special occasions?

Funerals

6a. What do you wear to a funeral in your country?

6b. Do you wear black clothes to a funeral in your country?

6c. Do you have to wear special clothes i.e. black clothes for a certain length of time after a

funeral in your country?

Opera or theatre

7a What do you wear to the opera, theatre or a concert ?

7b.Ask your partner what he/she wears.

Religious Ceremonies

8a. Do you have special clothes for religious ceremonies? Describe what a man, women or

child would wear to church, or the mosque or the synagogue.

8b. Do you have to wear a hat or scarf or something else on your head?

National Costume

9a. Does your country have a national costume? Describe it.

9b. Does your country have regional costumes ? If so, can you describe one of them.

9c. When do you wear your national costume? Do you wear it to special events or in parades?

9d. Describe the colours in your national costume.

School Clothes

10a. Do you wear school uniforms in your country? If so can you describe them?

10b. What do the girls wear to school? What do the boys wear to school?

10c. What shoes do the children wear?

10d. What did you wear to school?

10e. Ask your partner what he/she wore to school

10f. Ask your teacher to describe what he/she wore to school.

Student´s evalutation

CONTENTS

+/-

To be able to give a list of special occasions and to describe them

	Lexical
	Phonetic
	Syntax

To be able to speak about the different types of clothing which are worn for special occasions

	Lexical
	Phonetic
	Syntax

To be able to speak about the differences and similarities about clothing for special occasions in different European countries

	Lexical
	Phonetic
	Syntax

To be able to speak about the cultural impact of some special festivals (wedding, …)and the wearing of special clothes in the home society

	Lexical
	Phonetic
	Syntax

To be able to compare the clothes for special occasions worn in the home country and in the guest country

	Lexical
	Phonetic
	Syntax

To be able to describe uniforms and to give an personal opinion about their use

	Lexical
	Phonetic
	Syntax

To be able to use adjectives and adverbs for the description of clothes for special occasions

	Lexical
	Phonetic
	Syntax

Pictures – examples

c. Clothes and traditions

Time

Preparation

Suggestions for student activities

Warm up: 5´

	Map, flags, pins, pictures
	Teacher presents slide of a costume (e.g. from Munich beer festival), points at the respective region on the map and gives a short explanation about a specific piece of clothing (e.g. "This is a typical costume from ...; people wear it at ....; it is called a "Dirndl"")

a student marks the respective region on the map with a pin/flag, independently or guided by the teacher, according to level of previous knowledge

Step 1: 8´

	Maps, pins, flags
	Teacher encourages students to present the items they brought to the class, assists if necessary

every student presents the items they brought to the class, according to the teacher’s example; the origin of each item is marked (by another student) on the map.

Step 2: 15´

Teacher asks the students about their favourite items and encourages them to repeat the information

every student chooses her/his favourite item and repeats the respective information (using the specific terms, pointing at the map)

Intercultural tasks

Time

Preparation

Suggestions for student activities

Step 1: 25´

	3 kind of cards: a) name of a costume item b) the respective country c) the respective occasion or time of the year
	Pictures of the costume items
	Teacher explains: "Each of you will be given a card with either the name of a costume item, a country, or an occasion/time of the year. Each of you has to find her/his two counterparts."
	Gives an example: Dirndl - Oktoberfest (Beer festival) – Germany.
	Once you have found your partners, pin the cards to the correct place on the map. Then one of your group presents the item.
	Pins the pictures of items on the wall.

	Each student takes a card
	Free conversation and walking around, looking for counterparts.

Pinning the cards to the right place on map

Each group presents its item: "This is a Sari (pointing to the picture), women in India and Bangladesh (pointing to the place on the map) wear it all year round"

Student´s evalutation

CONTENTS

+/-

To be able to situate the countries belonging to the European Union

	Lexical
	Phonetic
	Syntax

To be able to situate traditional costumes in Europe

	Lexical
	Phonetic
	Syntax

To be able to make the relation between traditional clothing and country: where it is worn , when it is worn

	Lexical
	Phonetic
	Syntax

To be able to explain at which occasions traditional clothing is worn in the home country

	Lexical
	Phonetic
	Syntax

To be able to compare make the relation between traditional clothing and the events for wearing it in the home country and in the guest country

	Lexical
	Phonetic
	Syntax

To be able to give information about traditions in the home country

	Lexical
	Phonetic
	Syntax

To be able to speak about the time of the year when traditional costumes are being worn

	Lexical
	Phonetic
	Syntax

Annex A:

Pictures of typical clothing from different countries/regions

Facultative exercise:

1.) cards:

Costume item	Country(ies)	Occasion/Time of the year
Dirndl	Women in Alpine region (Germany, Austria, Northern Italy)	All year round, October Beer festival in Munich
Basque Beret	Women and Men in Basque region (Northern Spain)	All year round
Hiyab	Women in Pakistan, Northern African countries	All year round
Bolero	Men in Spain	Festive occasions (e.g. Easter, pilgrimage)
Sari	Women in India and Bangladesh	All year round
Kilt	Men in Scotland	Festive occasions
Poncho	Mostly men in Andean countries (e.g. Peru, Bolivia, Chile)	All year round

2.) Pictures:

d. Clothes and work

Work clothes, uniforms

Time

Preparation

Suggestions for student activities

Step 1: 1´- 5´

Pictures cards or sheets

	give the name of each profession
	explain where the person works and what the job consists of

Step 2 : 15´

The same cards or

sheets

Sheet with comparison rules

	list the jobs taking into consideration the social position and the salary
	(e.g.: a policeman has got a
	better job than a mechanic,
	he earns more money but he
	hasn´t got as much free time
	as a mechanic)
	In which school does one learn these different jobs?

Step 3: 15´

	Cards with job names
	or an alphabetical job list

	Describe the clothes that people wear while doing their jobs
	What are they made of?
	Why do they have to wear special work clothes?
	In which other jobs do people usually wear special clothes?
	Do you have to wear any special clothes/uniform for your job?

Step 4: 15´

None – conversation part

	Think of a job (it should not be your real one)
	The classmates are going to ask you questions to find out what your job is
	Only "yes" and "no" answers are allowed
	When your job has been guessed, speak about it for a few minutes

(e.g.: Job: doctor.

I´m a doctor. I studied at the University of Amsterdam. I worked for a hospital but I didn´t really like it. I went to India for a health organisation where I worked very hard but I felt useful and it was important to me….)

Step 5: 5´

None – conversation part

	Ask your students to think about the following questions:
	Why are work clothes useful?
	When are they absolutely essential?
	Are work clothes related to social position? (e.g. differences between a doctor and a petrol station attendant…)
	In which way are work clothes helpful in foreign countries? (e.g. to identify a policeman, a nurse, …)
	Tell your classmates if work clothes are the same in your country

Read the information and find out where the painter lives !

The baker lives on the left side of a lady and he doesn´t like yellow.
The lady who lives in Europe Street Nr. 1 hasn´t got fixed working hours but her neighbour works shifts.
The captain wears a blue uniform and likes this colour very much.
The person who wears a white dress at work, lives next to the man whose favourite colour is green and who wears a white shirt and trousers to work.
The man who wears a red uniform, lives next to the person who works from 3 am till 12 am.
The nurse doesn´t work full time and lives next to the baker.
Yellow is the favourite colour of the person who wears an overall while working and who lives next to the fireman.
The man whose favourite colour is red, doesn´t live next to the lady who prefers orange.
The person who works part time lives on the left side of the man who likes the colour blue and who works full time.
Where does the painter live?

EUROPE STREET
	Europe Street 1	Europe Street 2	Europe Street 3	Europe Street 4	Europe Street 5
	Mrs. Stravos	Mr. Vitalicus	Mr. Steinklein	Mrs. Leblanc	Mr. Gomez
JOB
Favourite colour
Working hours
Work clothes

EUROPE STREET (solution)
	Europe Street 1	Europe Street 2	Europe Street 3	Europe Street 4	Europe Street 5
	Mrs. Stravos	Mr. Vitalicus	Mr. Steinklein	Mrs. Leblanc	Mr. Gomez
JOB	Painter	fireman	baker	nurse	captain
Favourite colour	yellow	red	green	orange	blue
Working hours	no fixed working hours	shift work	3am-12am	part time	full time
Work clothes	overall	red uniform	white shirt and trousers	white dress	blue uniform

Intercultural tasks

Time

Preparation

Suggestions for student activities

Step 1: 15´

	Find jobs that do not exist in your country
	(e.g.: In Germany there is no camel driver or cowboy,…)

	Foreign students speak about jobs that exist in their country but not in the one they are living now
	In small groups talk about the differences and similarities of some jobs in the own country and in the guest country (e.g. a butcher´s shop looks quite different in Paris and in Egypt )
	Do traditions influence the way of working ?
	Do traditions influence what one has to wear for doing certain jobs?
	Are work clothes different in the students´ country?
	Are there jobs that a woman would not do in the students´ country?

Student´s evalutation

CONTENTS

+/-

To be able to give the name of different professions and to describe them

	Lexical
	Phonetic
	Syntax

To be able to describe clothes needed for certain jobs

	Lexical
	Phonetic
	Syntax

To be able to explain why the wearing of work clothes can be very important

	Lexical
	Phonetic
	Syntax

To be able to speak / write about the social impact of work clothes

	Lexical
	Phonetic
	Syntax

To be able to compare work clothes in different European countries

	Lexical
	Phonetic
	Syntax

To be able to compare professions/jobs and their place in social life in different European countries

	Lexical
	Phonetic
	Syntax

To be able to give information about the course of education needed to access to different professions/jobs in Europe (schools, trainings,…)

	Lexical
	Phonetic
	Syntax

Picture gallery for : Work clothes

e. Clothes and sports

Time

Preparation

Suggestions for student activities

Step 1: 1´- 5´

Warm up activity – oral part

Students ask each other questions in small groups to find out what kind of sport they like doing:

E.g. What is your favourite sport?

What clothes do you wear to play this sport?

I wear …… and …..to play………….

Ask your partner what his/ her favourite sport is.

Ask your partner what he/she wears to play this sport.

Ask your partner what accessories he/she needs to play this sport.

What is the most popular sport in your country?

What do you wear to play it?

Ask your teacher what his/her favourite sport is.

…..

Step 2 : 15´

Cards with the name of different sport clothes or accessories

(see suggestions box

below)

in small groups

a student takes a card and describes the clothes or accessories giving information about

what they are made of

for which sport they are used

where to buy them

if they are expensive or not

if she/he likes/dislikes this sport

if they play this sport

Step 3: 15´

Pictures of famous sportsmen /women

Ask your partner questions to find out which picture he/she has chosen. Your partner may only answer with either "yes" or "no".

Alternative game: Think of a

sportsman / woman that is not shown

in the pictures. Your partner should

guess what person you are thinking

of by asking you questions that may

only be answered by "yes" or "no".

Tell your partner about famous

sportsman / woman of your country

Step 4: 15 ´

Copies of reports about recent sports events (from newspapers, internet etc .)

Cut the reports

in 5 or 6 paragraphs

and mix them

Put the pieces of

paper in an envelope

and distribute them to the students

try to put the different parts of the

report in the right order.

Pair work:

The students take the pieces of the report from the envelope and should

Step 5: 10 ´

Intercultural activity

Ask the students to speak about sports that are not known in your home country (e.g. camel races, corrida,…)

Student´s evalutation

CONTENTS

+/-

To be able to give the name of different sports and to speak/write about them

	Lexical
	Phonetic
	Syntax

To be able to describe clothes and material needed for doing certain sports

	Lexical
	Phonetic
	Syntax

To be able to explain the way of doing certain sports

	Lexical
	Phonetic
	Syntax

To be able to describe specific sports of different European countries

	Lexical
	Phonetic
	Syntax

To be able to give the names of sport accessories and to explain for which sport they are used

	Lexical
	Phonetic
	Syntax

To be able to give the name of different colours, parts of clothing items, …

	Lexical
	Phonetic
	Syntax

To be able to read articles/news related to sport and to speak about them

	Lexical
	Phonetic
	Syntax

Pictures for Clothes and Sports

Some more questions :

3.a. What clothes would you wear for two of the following sports?

Tennis, swimming, football, table tennis, volley ball, cycling, roller -blading, ice-skating,

ice-hockey, hockey, running, jogging, mountain biking, golf, skiing, cross-country skiing,

snow-boarding, cricket, ballet, polo, horse-riding, surfboard-riding, hiking.

3b. Are there any sports for which you don’t need special clothes?

4. Packing your bag Game

4a. Each student suggests an item to pack for a sport holiday. Each student takes a turn and

repeats what the previous student has said and then adds his item to the list. Continue for

as long as possible or until the students can no longer remember the list of items.

4b. The first student can suggest what sort of holiday it will be i.e., a beach holiday, a skiing

holiday, a football camp etc.

4c. More advanced students can describe the articles by adding the colour and pattern, or use

other adjectives " I am going to the beach for a holiday and will pack my green striped

swimming costume, … my favourite straw hat,… my new yellow flippers, etc

f. Clothes and shopping

Time

Preparation

Suggestions for student activities

Step 1: 1´- 5´

	List of sizes in different countries (see below)
	Phrases to buy and to sell

	Role play: a student is a shop assistant, the other one is a customer.
	The customer explains what he/she wants , the shop assistant replies and give some advise

Step 2 : 10´

Clothing musical chairs

play music, students walk around until music stops, stand back to back with a partner and both must guess what the other is wearing i.e." You are wearing a red pair of trousers". Change partners.

Step 3: 15´

Fashion Show

Bring funny clothes i.e. hats. One student is the commentator and the other the models. Comment on the clothing worn and paraded.

Step 4: 15´

Make collages either with real samples of cloth, or pictures cut from magazines, newspapers etc.

Use as basis for discussion or games, i.e. guessing games, memory; describing size, colour, style, material, shapes, pattern

Step 5: 10´

Packing my bag

	each student suggests an item to pack
	for a holiday. Go around the class,
	and repeat what the others have said
	and add one item.

Step 6: 10´

	Cut out figures and clothing
	Adverbs: repeat the adverbs used for enumeration (First of all, then, ….)
	Rules for the position of the adverb in a sentence

describe getting dressed and undressed

Student´s evalutation

CONTENTS

+/-

To make the relation between the sizes and money in different European countries

	Lexical
	Phonetic
	Syntax

To be able to go shopping to buy clothes

	Lexical
	Phonetic
	Syntax

To be able to give the names of clothes and their quality

	Lexical
	Phonetic
	Syntax

To be able to put adverbs in the right place in a sentence

	Lexical
	Phonetic
	Syntax

To be able to describe sizes, colours, pattern,….

	Lexical
	Phonetic
	Syntax

To be able to memorize names for clothing, prices, quantities

	Lexical
	Phonetic
	Syntax

To be able to describe actions by getting dressed and undressed

	Lexical
	Phonetic
	Syntax

CLOTHING SIZES

(MOST FREQUENTLY USED)

Not sure why you're a size 16 in England but a whopping size 44 in Europe? here's why...

LADIES’ CLOTHING
UK	10	12	14		16		18		20	22
USA	8	10	12		14		16		18	20
EUROPE	38	40	42		44		47		50	52
MENS’ SHIRT COLLARS
UK	14	14 ½	15	15 ½		16		16 ½			17	17 ½
USA	14	14 ½	15	15 ½		16		16 ½			17	17 ½
EUROPE	36	37	38	39		40		41			42	43

SHOE SIZES
UK	CONTINENTAL
Children 1	16/17
2	17/18
3	18/19
4	20
5	21/22
6	22/23
7	24
8	25/26
9	26/27
10	27/28
11	28/29
12	30
13	31/32
Adults 1	32/33
2	34
3	35
4	36/37
5	37/38
6	39
7	40
8	41/42
9	42/43
10	44
11	45
12	46/47

Pictures

This project is being carried out with the support of the European Community in the framework of the Socrates programme. The content of this project does not necessarily reflect the position of the European Community, nor does it involve any responsibility on the part of the European Community. For questions and contact:

eu-project@gmx.com

Latest update of this page: 2005-06-28

Webdesign: Anton J. Posch