cothes d ccessores - onestopenglish

CLOTHES AND ACCESSORIES

© Macmillan Publishers Limited 2016Impressions: Clothes and accessories 1

TEACHER’SNOTES

1. Stand up in front of the class and ask the students to take

a close look at you. Then ask them to work on their own

and write down as many words as they can in one minute

describing your appearance. These can include vocabulary

for clothes, hairstyle and accessories, as well as adjectives.

When the students have finished, ask them to compare their

list with a partner, then conduct whole class feedback. Write

any new or difficult vocabulary on the board.

2. Tell the students that in this class they are going to talk

about clothes, accessories and fashion. Hand out the

worksheet and focus students’ attention on the pictures in

Exercise 1. Ask them to work in pairs to match the words in

the box with the pictures. Conduct whole class feedback and

ask the students if they can think of any other hairstyles or

accessories that are not pictured.

3. Next, ask students to look at the first part of Exercise 2. Tell

them that three of the four adjectives collocate with the

given noun. Ask students to work in pairs and decide which

adjective is not correct in each group. While students are

working, monitor closely and help with new or unfamiliar

vocabulary. When they have finished, check the answers as a

class and see if the students can think of any other adjectives

they could use with each given noun.

4. Ask students to look at part b and match the clothes with

the body parts on which they are worn. Ask them if they can

think of any other items of clothing which relate to particular

body parts (feet = slippers, legs = shorts, etc).

Optional activity

When students have finished Exercise 2, ask them to find a new

partner and use the new vocabulary they have learnt to describe

what he/she looks like and what he/she is wearing (see the

Teaching Tip below).

5. Tell students to look at Exercise 3 and ask them which of the

styles or clothes in Exercises 1 and 2 are fashionable at the

moment. For example: Spiky hair is fashionable at the moment.

Leather jackets are fashionable at the moment. Go through

each of the sentences in Exercise 3 and check students

understand the vocabulary. Then ask students to complete

the sentences. They should do this individually or in pairs,

then compare their answers with other students to see if

they agree.

6. Look at Exercise 4. Ask students if they have a tattoo or

would like to have one. What are some arguments for and

against getting a tattoo? (Positive: It can be a dedication to

a special person. Negative: Employers might not like visible

tattoos). Working in pairs, students read the roles and write

the dialogue of the discussion between the family members.

While they are writing their dialogues, monitor closely and

offer help if needed. When they have finished, ask students to

read these dialogues in front of the class. Alternatively, you

could ask students to role-play the discussion in groups, each

student playing one of the characters involved.

7. Next, ask students to look at Exercise 5. Nominate some

students to read the statements about fashion and ask

each member of the class to decide individually if they

agree, agree to some extent or don’t agree at all. Then

they compare and discuss their answers in small groups. If

students are particularly interested in one of the statements,

extend the discussion to the whole class. Alternatively, you

could ask students to role-play the discussion in groups, each

student playing one of the characters involved.

TEACHING TIP: Teaching vocabulary for clothes and appearance creates a good

opportunity to highlight the fundamental difference between simple and continuous tenses. In this context, the present simple tense is used to describe permanent features (He has black hair) while the present continuous tense is used to describe temporary situations (She is wearing a blue dress today). Students often mix up these tenses, and it is important to provide a lot of practice so they become more confident when using them.

Age: Teenager/Adult

Level: Intermediate (B1) – Upper intermediate (B2)

Time: 60 minutes

Activity: In this lesson, students will:

» Learn vocabulary related to hairstyles and clothes

» decide what’s in and out of fashion

» role-play getting permission to get a tattoo

» discuss various fashion trends

Language focus: vocabulary related to appearance (hair, face,

accessories); vocabulary related to clothes

Preparation: wear something interesting or unusual to class

for this lesson which students may not know the vocabulary

for (a beret, a tanktop, flip-flops) as this will help promote

class discussion in the warmer

Materials: lined paper for the warmer and Exercise 4; one

copy of the worksheet per student

PROCEDURE



TEACHER’SNOTES

8. Finally, ask students to write their own sentences about

fashion and read them to the class. Encourage students to

engage in a debate as there are no right or wrong answers

about fashion and tell them that part of improving their

English is being able to confidently express their opinions on

subjective matters.

Optional homework activity

Ask students to take photos of members of their family on a

mobile device and bring them to the next class where they can

use the new vocabulary to describe them.

Key

Exercise 1

1. beard

2. bracelet

3. curly hair

4. earring

5. goatee

6. necklace

7. shaved head

8. mohican

9. moustache

10. wavy hair

11. sideburns

12. spiky hair

13. stubble

Exercise 2

a.

1. high-heeled

2. denim

3. cowboy

4. short-sleeved

5. flared

6. dinner

7. low-cut

8. strapless

9. sleeveless

b.

1. g

2. f

3. c

4. a

5. b

6. e

7. d

Exercises 3–5

students’ own opinions



WORKSHEET

Exercise 1: Head and shouldersLook at the pictures of hairstyles and accessories below. Match the words in the box to the pictures.

necklace

shaved head

goatee

curly hair

bracelet

wavy hair

spiky hair

sideburns

earring

beard

moustache

mohican

stubble

Can you think of any other hairstyles or accessories?

Exercise 2: Clothes and bodya. Cross out the adjective you CAN’T use with the noun given.

1. denim / sports / high-heeled / leather jacket

2. denim / polo-neck / baggy / V-neck jumper

3. platform / training / cowboy / high-heeled shoes

4. cowboy / wellington / walking / short-sleeved boots

5. low-cut / sleeveless / flared / high-necked dress

6. baggy / dinner / flared / combat trousers

7. low-cut / flowery / checked / striped shirt

8. strapless / winter / sports / fur coat

9. leather / sleeveless / ankle-length / mini skirt

1

6

11

2

7

12

3

8

13

4

9

5

10



WORKSHEET

b. Look at the pictures below. Can you name all the different types of clothes? Which part of your body do you wear these clothes

on? Match the clothes and accessories with the different parts of the body.

1. gloves

2. belt

3. scarf

4. jeans

5. watch

6. baseball cap

7. boots

a. legs

b. wrist

c. neck

d. feet

e. head

f. waist

g. hands

Exercise 3: In or out?Talk to your partner and think about what is fashionable nowadays. Complete these sentences about youth fashion with vocabulary

from the previous exercises. Try to write a different word in each gap. Choose the correct verb form: is or are.

1. ______________________ is/are old-fashioned.

2. ______________________ is/are definitely out at the moment.

3. ______________________ is/are making a comeback right now.

4. ______________________ is/are the ‘in’ thing at the moment.

5. ______________________ is/are very trendy.

6. ______________________ is/are on the way out now.

Exercise 4: Tattoo role-playYou want a tattoo. Here is what other people around you think about the idea.

Your mother hates the idea and will not let you have one under any circumstances.

Your father had a tattoo when he was younger, but he had it surgically removed

some years ago. He now thinks tattoos are a mistake.

Your elder brother/sister is 18 and has a tattoo, but he/she hasn’t told your parents

because he/she knows they wouldn’t like it.

A friend who is 16 has a tattoo on her shoulder. Her parents let her have it because it can’t be seen. Your friend’s mother also has

a tattoo.

Your grandfather/grandmother has seen a lot of young people with tattoos and doesn’t see why his/her grandchild can’t have one.

He/she doesn’t understand what all the fuss is about.

Imagine that you and the people above are having lunch together. You mention the fact that you want to have a tattoo. Either (1)

role-play the situation with your classmates or (2) write the discussion over lunch that follows your comment. Include everybody in

the discussion.



WORKSHEET

Exercise 5: Fashion discussionDo you agree with these statements? Discuss the topics with a classmate.

1. ‘You can tell what a person is like by looking at their clothes.’

2. ‘Fashion helps you belong to a group and make friends.’

3. ‘Fashion is just a way to make money out of young people.’

4. ‘People who follow fashion are sheep with no ideas of their own.’

5. ‘Pierced eyebrows and tongues are disgusting.’

6. ‘It’s my body and I’ll do what I want with it.’

Now write three statements of your own about fashion, and share them with

your classmates.

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