Reduced_Picture Prompts Clothes

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-DELTAPUBLISHING -

PICTURE PROMPTSClothes

Susan Thomas

MiniflashcardsLanguage 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 sheets1.4 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 2Using the pictures

2.1 Use in class

2.2 Using the OHP: why

2.3 Using the OHP:.how

7

• Section 3

Standard garn.es 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 M.akeyour 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 love/hate ...

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)



SECTIONIntroduction to Picture Prompts

1

Notes

1.1 What Picture Prompts contains

Each Picture Prompts book contains:

• a description of ways of using games and game-like activities 1 1 1 foreignlanguage 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.

Notes

1.2, Using games in the language classroom

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.

Notes

1.3 Preparing the picture sheets

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

NotesThe 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

NotesIntroduce 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 [0 avoid boredom, and

encourages good intonation and pronunciation.

Learners who are good at relating sounds and visuals will find that they can easilyassociate 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 activitie: 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 theclassroom!

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.

5



1.7Assessment

Notes1.7. 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 OHP;• 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.

6



SECTION

Using the Pictures

2

2.1 Use in class

DIes

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.

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 thetransfer 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

otesIf 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 i n t roduc ing 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

otesThere are many ways of using the pictures on the OHP. Here are several, which will add

variety and interest to your lesson.

• 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 th e picture bit by bit.

Cut the picture into sections, and PU! 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]; What's 01 1 the Card?

[I]; K im 's Game [6]; True or False?[14]; and Guessing Game [13].

•

•

•

•

••

7



SECTIONStandard 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?

• Equipment:

memorising; consolidating

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 lip. Take it in turns to name the top card. Ifyou

are correct, you keep it. If you are incorrect, that card goes to the bottom of the pile.

Winner as before.

Variation: Ifyou 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 correctlykeeps it . Winner as before.

[2]

Line Solitaire

• Equipment:

memorising; consolidating; revising

10+ cards per player.

Basic version individual learning

Layout some cards in a line, face lip. 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 seehow many rows you can get right.

Yariation 2: Lay the cards in a square 4x4 (you need 16 cards per player). Move from

corner to corner in the srnalle st number of moves.

[3]

Noughts and Crosses

• Equipment:

consolidating; revising; monitoring

nine cards.

Basic version

Lay the cards face up in a 3x3 shape. Take it in turns to name them. If you are correct,

turn 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

• Equipment:

creative use of language

any page of 20 pictures relating to a topic.

Three counters for each player.

Basic versionChoose 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 ...

• Equipment:

consolidating; revising

cards.

Basic versionPut some cards face up on the table. One player calls out the first letter of an item. The

first player to point to a correct 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. AlI the players turn away, and one player removes

one card. The first player to name the missing card wins a point.

[7]

Bingo

• Equipment:

consolidating; revising; listening

a sheet of 20 cards on a picture board for

each player.Eight counters for each player.

Basic versionEach 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

• Equipment:


cards.

Basic versionThe first player chooses a card and mimes the item for the others to guess.

9



[9)

Snap

• Equipment:


four sets of cards from the current topic, or

previous ones.

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

• Equipment:

consolidating; reading

sets of dominoes with pictures and text,

using the blank square templates (page 55).

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

• Equipment:


two sets of picture cards.

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 t u r n .

[12]

I Went to Market

• Equipment:


cards.

Basic versionSpread suitable cards face up on the table. One player says "I went to market, an d I

bought ... ", and adds an item using the cards on the table as a prompt. The next player

repeats tbe 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

• Equipment:

creative use of language

set of cards relating to current topic.

Basic version

The first player thinks of one of the cards and says something about it . The first personto identify the card wins it.

[14]

True or False?

• Equipment:

listening

a sheet of cards.

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 J: 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

two enlarged copies of a picture for each

pair.

Basic version pairworkPlayer 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.

• Equipment:

[16]

Story time

• Equipment:

creative use of language; writing

mixed cards.

Basic versionGive 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 tbe cards as prompts.

11



LESSONClothes (pages 12 to 17)

NOTES

Key language

Clothes a & b

1 clothes 21 tights

2 coat 22 socks

3 raincoat 23 pyjamas; nightdress

4 anorak 24 tracksuit

5 jacket 25 leotard

6 suit 26 swimming costume

7 pullover 27 boots

8 cardigan 28 shoes

9 sweatshirt 29 sandals

10 dress 30 trainers

11 skirt 31 tie

12 trousers 32 belt13 jeans 33 (hand)bag

14 blouse 34 scarf

15 shirt 35 bat

16 T-shirt 36 glasses

17 shorts 37 watch

18 knickers 38 purse; wallet

19 underpants 39 size (clothes)

20 bra 40 size (shoes)

Clothes c

1 bracelet

2 button

3 baseball cap

4 shawl

5 bowtie

6 slippers

7 sunglasses

8 bum bag

9 zip

10 apron

11 nng

12 handkerchief13 gloves

14 shoulder bag

15 waistcoat

16 earring

17 petticoat

18 necklace

19 nose ring

20 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 bigiiong/smail/tight.

Notes

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

[ld] What's on the Card?

Quick Flash: It's a (shirt).

It 's/lt w as a (red strip ed sh irt),[6] Kim's Game.

The (pullover) i s mi ss ing .

12



Clothes a

1 3 tf.I cf #

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JtI ,f

d

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5 7 8

13



Notes[11] Matching Pairs

What's i t made of? :

Write the names of materials on slips of paper,

eg COftOIl, 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 1 0 average local prices, or to cleaning instructions.[12] I Went to Market.

I went 01 1 holiday and I took ....

When I go on holiday, I'm going to take ....

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

Additional activities for these picture sheets

NotesImprovise

Think of (5) other uses for selected clothes items.

Write them on slips of paper. The other players match these.

Holiday Clothes BingoEach 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 alit all 8 items calls 'Bingo!'.

Two ora Kind

The players collect cards of clothes with the same colour, same pattern, or which startwith the same letter, or of sub-sets, such as:

summer/winter clothes; work/leisure 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 t u rn them over one at a time. The first player to claim

all his/her missing clothes is the winner.

Whose is (his coal? It's mine!

Players can play in pairs and answer with:

It's ours! It's yours.'

Ihaven't got anything to wear.

Write down (20) occasions, events or situations on (20) slips of paper.

Players take it in turns to p ic k 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 looking after children

a beauty contest going TO the doctor's

doing housework hiking

a wedding shopping

the mountains 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 ' . I ' cold!

Can you lend me your gloves? Mine have a hole ill them!

14



Clothes b

24

26 ~

- J~~

.~ (A32J

28

15



NotesThe Clothes ShopMake 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 tum to spin and

'buy' as many clothes as possible.

Lost LuggageYou 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, whatthey 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

Additional activities

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.

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 movealong 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 quare number 20 is the winner.

18



Snakes and Ladders

19



LESSON

Blockbusters (pages 20 and 21)

NOTES

Notes

Additional activities

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, slhe 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 tbe second line, adjacent to

the one with his/her counter on i t . 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.

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



LESSONMatching Pairs (pages 22 and 23)

NOTES

Key language

1 shoe (high heeled) 11 slipper2 sandal 12 glove

3 earring 13 earring

4 lace-up shoe 14 slipper

5 glove 15 wellington

6 trainer 16 trainer

7 sock 17 sandal

8 wellington 18 boot

9 sock 19 lace-up shoe

10 shoe (high heeled) 20 boot

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

[1] What's on the Card?

[3] Noughts and Crosses

[4] Three in a Row

[14] True or False?

Notes

22



Matching Pairs

1 2 3 4

5 6 7 8

9 10 11 12

13 14 15

, III

16

17 18 19 20

23



LESSON

Happy Families (1) (pages 24 and 25)NOTES

Key language

d res s t ieu H over/sweater s k i rt T-sh i r t

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

[1] What ' s on the Card'?

[3] Nough t s and Crosses

[4] Three in a Row

[11] Matching Pairs

[14] True or Fals e?

Notes

Notes


Happy Families (four players)a Cu t up the card s .

P lay in groups of fou r.

S hu ffle the card s an d g ive fou r to each player.

P u t the res t in the m idd le of the tab le , fac e down .

The aim is to collec t fou r card s of the s am e type.

b P layers tak e tu rns to ask each other Have you got a (dress)?

lf the p layer has got it. s /he s ays Yes I have. Here it is. an d g ives the c ard .

The player who gets the c ard d is c ards on e of thei r c ard s on to the pile .

I f the p layer does n o t g et a c ard , s /he p icks the top on e from the p ile , an d

d i s c ard s an other on e.

c The firs t p layer to get a s e t of c ards s ays 'Happy Families!'

N OTE: U se the blan k m as ter sheet to c reate o ther combin at ion s of fam ilies .

24



Happy Families (1)

1 2

6 87

9 121

17 18 20

L U j

19

25



LESSON

Happy Families (2) (pages 26 and 27)

NOTES

Key language

bag coat shoeshirt watch

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



[4] Three in a Row

[11] Matching Pairs[14] True or False?

Notes


NotesHappy Families (four players)

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, slhe 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

19

27

20



LESSON

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

NOTES

Key language

1 socks 2 shoes 3 trainers 4 gloves5 gloves 6 trainers 7 hat 8 socks

9 coat 10 shorts 11 raincoat/mac 12 boots

13 dress 14 tights 15 knickers/pan t5 16 bra

17 suit 18 tie 19 shirt 20 leotard/bod y

Standa.rdgames and activities (see Section 3, pages 8-11)

[1] What's on the Card?[3] Noughts and Crosses[4] Three in a RowIS] ISpy _

[11] Matching Pairs

[14] True or False?

Notes

Additional. activities for these picture sheets

NotesOdd One Outa Players decide which picture is the odd one out.

They must name all the pictures in the line to get a point.Va.riation:

b Use a 20-sided spinner and win a point for landing on the odd one out.

e The player with most points wins.

NOTE: You can make variations using [he 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 20

29



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

NOTES

Key l angua ge

1 raincoat/mac 2 coat 3 tie 4 suit5 dress 6 shorts 7 trainers 8 leotard/body

9 socks 10 boots 11 T-shirt 12 shoes

13 shorts 14 pullover/sweater 15 T-shirt 16 dress

17 gloves 18 shirt 19 hat 20 tie


[1] What's on the Card'?[3] Noughts and Crosses[4] Three in a Row

[5] I Spy ...

[11] Matching Pairs

[14] True or False?

Notes


NotesOdd One Out

a Players decide which picture is the odd one out.

They must name all the pictures in the line[0

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

9 10 11 12

13 14 15 16

17 18

31

19 20



LESSON

How much.it? (pages 32 and 33)S

NOTES

Key la ngua ge

1 necklace2 belt

3 sunglasses

4 'l-shirt

5 knickers/pants

6 boots

7 tie

8 wallet

9 dress

10 scarf

11 purse1 2 tights

13 trainers

14 shorts

15 sweatshirt

1 6 bag

17 sweater

18 socks

19 (under)pants

20 jeans

Useful language




[5] I Spy",

[8] Charades

[12] I Went to Market

[131 Guessing Game

[14] True or False?

Notes

Notes

Ineed a ....Ineed some .....

Imust buy a/some .

Where can Ibuy ?

Have you got a/some ... ?

How much does i t 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?


NotesPrices

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).

32



How much is it?

1 3 4

33



LESSON

Going Shopping (pages 34 and 35)

NOTES

NotesThese pictures show stages in a failed shopping trip. Learners will be able to

suggest other examples!

Suggested sequenceI (Mother to son): There are holes in your sweat€/: 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.

S She asks the assistant: Have you got if in size X?

6 She asks: Where can he try it on?

7 He tries it on.

g He comes out. He hates it;Mum loves it!

9 She hands it to the assistant.

10 The assistant wraps it up.

II Mum pays.

12 They go home on the bus. Mum's happy; her son is miserable.

Suggested language practicea Tell the story as above.

b Suggest more of the dialogue.

c Suggest what each person is thinking.

I Notes


[3] Noughts and Crosses[8} Charades[13] Guessing Game[14] True or False?

Notes


Matching PairsWrite 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 Give cards I,5 and 9 to each of the three players.

b Shuffle the other cards and place face down all 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.StorytellingUse the cards as prompts to tell a story (varying the tense). Or use them to amend the

story introducing different characters.

ShoppingStudents describe what happened to them on a shopping trip, or irritating things which

happen ed w hen som eon e accom pan ied tbem .

SurveyAward points to local clothes shops for:

fashion service prices

changing rooms music

34



Going Shopping

1 2

o ji

;/

35



LESSON

Why Clothes? (pages 36 to 39)

NOTES

NotesThese 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 materialWhat 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 economic background

genderge

century

civilisation

climate and weather

culture

We wear clothes to:

attract attention

be attractive

conform

decorate ourselves

display personality

express feelings

express modesty

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.

race

religion

social class

influence others

make statement about lifestyle and beliefs

rebel

reflect social status

show what social group we belong to

show what we do

eg Picture I

a Talk about the picture.

He's a chief - all 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/face paint.

d Suggest the reasons for wearing these clothes.

- he wants to show he's a chief;'

- to show his authority;

- so thai 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


[8] Charades

Notes

Notes

Suggested reasons linked to each picture

1 Time/culture/tradirion/statusl

decoration/ conflict2 Time/modesty

3 Time/warmth/climate/

1 I Statuslrole/money/power/decoration

12 Time/climate change1 3 Culture/class/dress imposed

by others

Culture/gender/make a statement

about selfRebel/fashion/make a statement!

decoration

Status/job/achievement/recognition/

reflect beliefs/decoration

Culture/situation/event

Age/gender

Timete la ss /fa s h ion

Express personal ity/attract attention/

amuse others

environment 1 4

4 Group culture/fashion

5 Recognition/job/role/status 15

6 Make children laugh! be siLly/

express emotion 16

7 Be attractive/fashion/display

personality 178 Time/climate/culture/status 18

9 Time/en Iture/ gender 19

10 Job/protection/status 20

Additional language

If I lived in XXXX, I'd wear ....

People who lived On Ancient Rome) wore .

If you lived in (Japan), you might wear .

She's wearing X , so I thin k she's ....

Ifhe's wearing X. he must be (rich/a police officer).

Mime the person and their clothes.

{13] Guessing Gamellive in Japan.

I'm going 10 a ....

I'm velY rich.

Using Spinners

20-sided spinner game

He's a clown. He's wearing enormous shoes and a silly hal.

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?

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.

38



Why Clothes?

39



LESSON

Dressed for the Job (pages 40 and 41)

NOTES


[ 1 ]

[ 8 ]

No te s

No t e s

These pic tu res i llu s tra te some examples of work c lothes . L earn ers w ill be ab le to

sugges t other examples ! You may w ish to us e the B ackgroun d material for d isc us s ion .

Background materialThere are man y kin ds of spec ial work c lo thin g .

Protection

aprons

helmet s

from ".acc iden t s

pes t i c ides

Hygiene food surgery

Smartness/cont1dence air s teward

goggles armour hats boots

ea r r n tlff hoods g loves masks

heat chem icals in sec ts cold

dirt X-rays dus t war fire

n urse doc tor s ales person

Recognition fi re t ra ffi c w ar de nmbulan ce polic e

Allowing movement ballet

Entertainment fa nc y d res s

Suggested language practice

N ame an i tem of ord in ary c lothin g :

jacket shoes skirt suit

N ame an i tem of c lothin g worn for work purposes :

ear muffs sterile mask wet sui/

Describe what som eon e is wearin g (an d why):

He's wearing a jacket with tails because he's the conductor of an orchestra.

S ugges t what material s omethin g is made of, an d why:

The boots are made of special plastic as protectionfrom radiation.

gymnas t i c s

t he at re c os tu m es

What's on the Card?

Charades

Mime the person doin g the job, an d on e of the th in gs they are wearing .

Guessing Game

I'm wearing all/ask.

[13]

Using Spinners

20-s ided spin ner gam e

Tight s : He's a dancer He's wearing tights and ballet shoes.

Ques t ion sp in ner gam es

Who wears C / helmet and leg pads? Why?

Twe nty Q ue st ion sAre you a man? Are you wearing a helmet?

Additional activity for these picture sheets

No te sScience

a In ves t igate the propert ies of materials an d c lothin g :

cot ton n ylon lac e polyes ter

lea ther rubber lin en wool

b S ugges t s u i tab le materia ls for i tem s of c lothin g , accord in g to various c ri teria :

absorben t fun c t ion al a t t rac t ive hard wearin g cheap

qu ick to dry easy to c lean waterproof fire res is tan t

c Do a ran k in g exerc is e for the materia ls for each cri terion .

40



d for the Jobresse

41



LESSON

Going Out.Style (pages 42 and 43)n

NOTES

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



[1] What's 00 the Card?

[8] Charades

Notes

Additional language

Notes

Notes

Name an item of ordinary clothing:

bOOTS dress

Name a fashion detail:

braces ring ill nose platform 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.

skirt suit

Do you like the new fashion?

Iove/hate this because ...

This is in/out of fashion.

This was in fashion (10) years ago. My (father) used to wear this!

Mime the person, and one of the things they are wearing.

[13] Guessing GameI'm wearing C / 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 if?

When. would you wear if?

Faces spinner games

I love (hippy) clothes. I hate (modern) clothes.


NotesTwenty Questions

Are you a man? A re 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

Notes


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

[1] What's on the Card?[11] 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.

Notes

Name an item of ordinary clothing:

boots dress skirt socksDescribe 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 CQn 't wear ... because ... 0

If you wear 000 people will think you 0 •••

No one wears a (bikini in winter)!

Give a command:

Take off the shoes! Put on some tights!

Using Spinners20~sided spinner game

Belt: He's using a bit of rope Ci S a belt.

Question spinner games

What's wrong?

When would you wear this?

Where would you wear this?

Who would wear this?

Why would you wear this?

44



What's Wrong?

~.

f iJ,

45



LESSON

Fashion Diary (pages 46 and 47)

NOTES

Not e sThese p ic tures i llu s t rate s om e com mon s i tuat ion s relat in g to clothes .

1 A t a fas hion s how . 6 A t a fan cy dres s party .

2 G oin g w in dow shoppin g. 7 A t t he la un d er et te .3 In a c lo thes s hop. 8 A t the dry clean er's .

4 I n a shoe shop. 9 H an gin g clothes on the lin e.

S A t the local market. 10 L ook in g after c lo thes .



[8] Charades

Take a card an d m im e the scen e.

Notes

Not e s

a N ame i tem s in e ac h p ic tu re .

b Describe an aspec t of the p ic tu re.

c S ay what's happen in g in each pic ture.

d Describe a pos s ible sequen ce of even ts in that pic ture.

Example (at the launderet te):

You arrive ... find all ell/pty machine ... put [he clothes in ...

pur the washing powder ill ... pu t th e ntonev ill ...se t the controls ... press 'Start' ... wait ...

lake the clothes alit ... put them in the drier ...

put the money in wait ... fake O Uf the clothes ...

put them i ll (/ bag go home.

e Arran ge to meet s om eon e. Explain what you wan t to do.

f P rac ti s e the con versat ion for the s i tuat ion .

[11] Matching Pairs

Write on a s lip of paper what som eon e in on e of the pic tu res is

thin kin g or sayin g.

[13] Guessing Game

A boy is put t in g his clothes in to the washin g machin e.

[14] Tme or False?

H e's i ron in g a shir t .

Using Spinners

Ques t ion sp in ner gam es

Who:~ dressed as a gorilla?

Where did )'011 buy that costume?

Faces spinner gamesI hate that dress! What a great cos/lime! I hate sewing all buttons!

Additional activity for these picture sheets

NotesWhat happened?

Choose a pic tu re an d compare in teres t in g person al experien ces .

B e t ru thfu l or n ot!

46



47



SECTIONUsing the Spinners

4

L an guage spin n ers or d ic e can be used in combin at ion wi th vis u al materials to add a

fu rther en joyable d imen s ion to the learn in g experien ce. S p in n er vers ion s of d ice

in cluded in this book are:• Ques t ion an d P ron oun

• Ten s es

• Colour x 2

• Mood• 10, 1 2 an d 2 0 s ided N um ber D ice.

B lan k spin ners of d i fferen t s hapes an d s izes are also provid ed for teachers to c reate

their own lan guage vers ion s , an d amen ded or add i t ion al prompts .

How to prepare

• P hotocopy the sp in n ers on to thin card , or photocopy on to paper an d g lue this on to

thicker c ard . M ake a hole in the m idd le, an d push through a sec t ion of a thickish

drin k in g s traw , a lon g m atchs t ic k , or a toothpick . S ecu re w ith rubber ban d s or

blu tak aroun d the s traw on both s id es of the spin n er.

• B lan k spin n ers are provided so that the m ateria ls can be eas i ly adap ted . For

exam ple, teachers c an photocopy an d duplic a te s elec ted i tem s and pas te them up to

c reate add i t ion al m ateria ls appropria te to part ic u lar g roups . L earn ers c an be asked

to adap t the gam es an d make up n ew on es as an exerc is e.

• It i s als o pos s ible to u se sm all c ard s as an altern a t ive to d ic e or sp in n ers .

Group Work· Suggested Activities:

U se a spin n er or d ice as an ext ra prompt w ithin gam es such as Three ill a Row or

True or False. Choose on e i tem on the d ice or sp in n er for repeated prac t ic e of on e

i tem , or allow players to have a free throw .

• Card s c an be u ed to in d ic ate the con tex t i n which s en ten ces in d ic ated by the d ic eshou ld be gen era ted , for exam ple Questions abou t Shopping, Colours of Clothes,

Feelings abou t A relative's dress sense.

• S tacks of c ards an d a selec t ion of d ice c an be u sed to gen era te qu i te complex

sen ten ces . Eg Questions dice + Pronoun dice + Tenses dice + Clothes cards c an

g ive: Where did she buy that hat? When are you going fa buy me a new coat?

• S en ten c es gen erated cou ld be wri t ten down for later check in g w ith 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 prom pt opin ion s an d feelin gs .

Examples : [like ... I 10li e your new shirt. I quite like that coat. I hare that dress.

Number Spinner:Examples : H e's got three pairs of black shoes.

Tenses et c Spinner: (the firs t three of thes e prom pts are based on video con trols ).

> (play) say som ethin g abou t the presen t .

» (fas t forward) s ay somethin g abou t the fu tu re.

«(rew in d) s ay somethin g abou t the pas t .

X n egat ive say som ethin g us in g a n egat ive.

7 question make a question.

comman d g ive a comman d .

48



49



WHO

50



51



SECTIONIndividualising the materials

5

Notes

5.1 Function cards

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.

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

NotesThe blank masters on pages 53-56 can be used to prepare your own games.

These consist of:

• lO-square board;

• 12-square board;

• 20-square board;

• honeycomb board.

52



53



~ ~ l : J

~ ~ ~

_j . ! J . : . J

~ ~ ~

54



2 J ~ _ : J~

l : J ~ ~, ~

~ ~. ~. l ! : J

~ ~ ~ ~

l! j~ ~ ~

55



56



PICTURE PROMPTS

.Clothes

PICTURE PROMPTS is a series of sets of photocopiable picture sheets

for language practice. The pictures provide practice in basic language

through games and gamelike activities, as well as opportunities for

extension and creative language work.

The material is highly flexible, and can be used with a wide range of

ages and language levels to extend and enhance language learningpractice.

Each book contains:

• introduction to using games and activities

• description of over twenty standard activities to apply to

the games

• a series of photocopiable picture sheets

• exploitation notes• blank sheets for making your own games

Age group: 9/10 to adult

Language level: Elementary to upper intermediate

Series:

Prepositions and Directions

Adjectives

Clothes

Body and Health

900783169

900783177

900783193

900783185

ISBN 1-~00781-19-3

Reduced_Picture Prompts Clothes

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Transcript of Reduced_Picture Prompts Clothes