The title page presents input in terms of "Clothes" vocabulary, as well as useful phrases for use in "Shopping" role-plays.
This is a "memory" game, or "chain" activity. Students collectively make a shopping list by adding one item to the previous student's list, which has to be repeated in its entirety by each person before adding a new item.
This activity is a review of "container" and "food" vocabulary, which was introduced in Chapter 7. Students will probably find difficulty in using the "container" language (e.g. "a carton of eggs"), so the teacher might want to supply some "Container" cards (Chapter 7, Teachers' Resource) to assist them.
Students match vocabulary with pictures. Students A & B work individually and then discuss the results. The words are at the bottom of the page, and come from those on the title page.
This is a simple dialogue, which every student should be able to perform without problem, and which introduces some of the description-related language of buying clothes
One of the problems which will arise in this chapter is the confusion in the use of "wear', "wearing", "put on", and "take off". Many students will use "I wear a shirt" instead of "I am wearing a shirt", and most will say "I wear my shirt" instead of "I put on my shirt". Clarification of these points will be helpful to the students, and can be monitored in theCrossword activity (5) and the"Fashion Show" (6).
As in the previous chapter, there is a good deal of vocabulary to be looked at in this topic, so another "Co-operative Crossword" is used, each student having one complete crossword, which s/he must explain to his/her partner.
The clues are all items of clothing or types of material, some of which will be unfamiliar to the students ("sweatshirt", "tracksuit", "tights", "anorak", "vest", "mittens", "waistcoat", "blouse", "slacks", "swimsuit"). In order to ease comprehension therefore, the teacher might want to introduce "9)More card Games" first, so that students can match these items with their pictures before attempting to explain them in this crossword activity.
"Clothing" is put in an authentic context by having a simulated class fashion show. This activity could of course be extended into a real fashion show, with students taking on the various roles, producing the show, and videoing it, to be shown later.
In either case, this is a chance to look at the language of descriptions and the way in which categories take precedence. Thus the information on the page (students' book) presents vocabulary in sequence (adjective, colour, material, item), and models some sentences using this word order.
For more practice of these categories, teachers and students might want to look at"Lost and found" (plus Teachers' Resource) in Chapter 6.
This activity is based on the "Question-Answer" game of Chapter 2, so students should have no problem in getting started. In this case the 20 phrases make up a "Shopping" dialogue, which students are asked to reconstruct in Step 4. Phrases 1 to 10 are spoken by the customer, and phrases 11 to 20 by the shop assistant.
Team A chooses two numbers as before, and the Caller reads out the phrases for those numbers. The game continues until all the responses have been matched. As in version 2 of the game in Chapter 2, there are a number of possibilities: "How much are they?" and "How much are these?" can be answered by "Twenty dollars" and "Twenty five dollars", though when rearranging the phrases it will be seen that the first price is "... too expensive"
"How much are these?" will probably come before "How much are they?" since the latter fits more as a sequel to the assistant's "How about these?" However, this is not too important, and could be argued either way.
Having reconstructed and performed the dialogue, groups are asked to make their own "shopping" role-play, which can be performed, videoed, and replayed, as in the"restaurant" mini-drama.
(...) Excuse me.
19 (...) Can I help you?
10 (...) Yes, please.
13 (...) What are you looking for?
05 (...) I need an overcoat.
12 (...) Sorry, we're out of overcoats.
01 (...) I see. Do you have any gloves?
11 (...) Yes, in the glove section.
03 (...) How much are these?
14 (...) Twenty five dollars.
07 (...) That's too expensive.
17 (...) How about these?
02 (...) How much are they?
16 (...) Twenty dollars.
06 (...) I'll take them.
18 (...) Anything else?
08 (...) No, that's fine.
20 (...) Cash or credit card?
04 (...) Here's the cash.
15 (...) Thank you. Goodbye.
This activity reviews various functions, such as "Do you ... ?"- questions, routines, likes/dislikes, and food vocabulary. The language is less controlled than before, allowing the students to develop their skills in asking for and giving personal information and preferences.
As a follow-up, students might be interested in making their own questionnaires about other topics, and interviewing people such as all the teachers of English and English-speaking professors.
Game 1: "Clothes Match"
The format is as inChapter 7 ("Food- Match"). The teacher gives the groups "Clothes" cards (Teachers' Resource), which consist of "picture" cards and "word" cards. Students then play "Match" to find the appropriate associations. By now students can replace the cards face down once viewed (if they haven't already been doing so).
Game 2: "Shopping"
Students are each given two "picture" cards and two "word" cards. They have to sell the "picture" cards and buy the pictures for the "word" cards, so the first step is to decide on how much they will pay for the one and charge for the other. At least two people will be selling the same items (so that students will try to make the best deal) so there need to be at least three packs of "Clothes" cards (Teachers' Resource) in use.
Game 4: "Let's make a deal."
The teacher gives each person a "Let's make a deal." card (Teachers' Resource). This card shows a number of items that the student needs to buy, and others that s/he has available to exchange. Students have to bargain with each other in order to obtain the items they need.
If carried out in English, there can be a good deal of valuable practice here, with "If ... then ..." as well as agreeing and suggesting.
This activity can be done as a homework assignment, or as a co-operative exercise in class. Students have to match the description of what can be bought in certain shops with the names of those shops.
The Free Talking for this chapter looks at fashion and clothes, leading onto opinions about the "young generation" and the "generation gap".
The photograph is of a street in Seoul, prompting students to talk about the various influences and trends in modern-day Korea.
Students are now asked to make their own dialogues and role plays with only the stimulation of some pictures to suggest a situation and a location. This can be done in groups as an assignment to be prepared independent of classwork, and performed later, if so wished by the teacher and the students, in which case it could be videoed and viewed in a subsequent lesson.
The teacher might want to combine this activity with the"Dialogues - assignment" page which appears in Chapter 11. This would give students eight pictures to choose from, and the activity could then be given more of an extended character (see thenotes to the Chapter 11 activity).
Next Chapter of the Teacher's Notes
Links to the Students's Book
Contents | 1 | Skills | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | Extra
Tell Me More - Task-based Conversation Activities
By Andrew Finch and Hyun Tae-duck
http://iteslj.org/t/tmm/
