Конспект уроку на тему: "What is fashion for you"
- to practise students' listening and speaking skills;
- to improve students' reading skills;
- to develop logical thinking;
- to enlarge students' vocabulary on the topic;
- to stimulate students to express their own opinions;
- to teach students to respect the viewpoints of their partners.
Equipment: pictures, PowerPoint presentations, the quiz.
T: Teen fashions change quickly and this might be an opportunity to talk today about what's ' i n ' and what's 'out'. Who or what influences the way we dress? I suppose it's TV, magazines, friends, pop stars. How would you describe your style? I mean what kind of clothes do you wear? Are they smart, casual, alternative or trendy?
S I : I usually wear casual clothes. I don't like formal clothes and I hate wearing ties and jackets. I have to wear them at school, you know.
T: What style of jeans do you wear?
S2: Quite baggy, with loads of pockets?
T: Do you ever argue with your parents about clothes?
S3: Sometimes. We usually have an argument when I go out with my friends. My parents don't like the slogans on my T-shirts.
T: What do you think about different styles? Write the words under the headings. Casual, cool, designer, formal, old-fashioned, scruffy, smart, stylish, tasteless, trendy.
Negative Neutral Positive
III. MAIN PART
Aisha, Eddie, Lynn and Vikram are talking about their favourite clothes. Match their names (1-4) to the pictures (a-d).
I love clothes and shopping. I would describe my look as 'stylish'. I like designer labels and I would never wear torn or baggy clothes — too scruffy! My favourite clothe are my black, knee-length trousers, my striped shirt and my flat, pointed boots. They're really cool. Lots of people my age wear jeans, T-shirts and woolly hats — no way!
I like clothes, but I don't buy designer stuff, I suppose my style is 'casual'. I wear jeans most of the time when I 'm not at school. I like T-shirts and sweatshirts, but I don't wear a hoodie very often. My favourite clothes are my jeans, a T-shirt my brother brought me from New York, trainers and my leather jacket. I think it's a cool look — not formal.
I love sports and being outside, so I never wear formal clothes. I'm a skateboarder, so my favourite clothes'are skater fashion. I wear baggy T-shirts and baggy, torn jeans, and boots. I never wear coats or jackets because I live nin my hoodie. When it's really cold, I also wear a blackwoolly hat. I think it's very cool and trendy. My mum says I look scruffy, but I like my look.
People at my school say I 'm trendy. I'd say I have an alternative style. I like street fashion more than designer labels. At the moment my favourite clothes are my tight black denim jeans, pointed boots, a white shirt and a striped, silk waistcoat. I sometimes wear hats, too, but never baseball caps or woolly hats. My parents would like me to be smart, but I think clothes should be fun.
Key: 1-c; 2-d; 3-b; 4-a.
T: Now let's conduct the survey of young people's fashion.
1. Do you think it's okay to put on make-up for school?
2. Why do people follow different fashions? What influences it?
d) Famous people.
3. What style of clothes do you wear?
4. What style of jeans do you wear?
a) Torn denim.
5. Do you ever decorate your clothes with jewellery?
T: Look at the key words; using them discuss with your partner the question: "What kinds of clothes do you
Style: casual, cool, designer, formal, trendy, old-fashioned, scruffy, smart, stylish, tasteless.
Type: baggy, flared, narrow, tight, torn trousers/jeans; long-sleeved, short-sleeved, sleeveless shirt/blouse/ T-shirt/top; polo-neck, V-neck, round neck jumper; flat, high-heeled, pointed shoes/boots; ankle-length, knee-length, mini skirt/dress.
Materials: corduroy trousers/jacket; cotton T-shirt/ trousers; denim jeans/jacket; leather jacket/shoes; linen trousers/jacket; silk tie/shirt/blouse; woolly hat/jumper.
Patterns: checked, plain, polka-dot, striped shirt/ blouse.
T. Use the key words to describe the clothes in photos. (Students are given photos.) Give your opinions.
(Students work in small groups, describing the clothes and giving their opinions. Each student tells the class about the clothes in one of the photos and gives their opinion.)
5. SPEAK OUT
T: Discuss these statements. (Students are split into groups to discuss the statements.)
1. There is a lot of pressure on young people to buy designer clothes.
2. People worry too much about their appearance.
T: Look at the key expressions and say which of them are neutral (-), positive ( + ) , negative (x).
Key expressions for describing people.
He's a slim guy with short, brown hair. (-)
His trousers go with the jacket... ( + )
...but they're a different shade of grey and they look a bit short, (x)
Underneath the jacket, he's wearing a black T-shirt with white designs on it. (-)
She's wearing an orange jacket and a matching top. (+)
Round her neck she's got a white scarf. (-)
It doesn't really suit her because she's very pale, (x)
Her skirt doesn't go with the jacket, (x)
T: Many young p e o p l e , boys and girls, d r e am of looking like a fashion model. They see perfect models advertising beauty products on TV and on the covers of magazines. Look at the photos and keywords. Which things have you done? What would you like or not like to do?
(Students work in pairs or small groups, taking turns to say what they have done and what they would or wouldn 't like to do.)
dye: your hair;
paint: your hands, fingernails, toenails;
pierce: your ears, nose;
put on/wear: lipstick, make-up, perfume, a wig;
shave: your head, armpits, legs, face;
tattoo: your arm, back, leg, neck.
I've dyed my hair, but I w o u l d n ' t like to shave my head.
T: Now you'll read the text about different forms of body decoration in different cultures, both past and present. We have avoided more unpleasant techniques such as 'scarification' (cutting the body to leave patterns of scars) or altering the shape of body parts (e.g. foot binding in imperial China and neck binding in parts of Africa).
Over 500 years ago, tongue piercing was performed in Aztec ceremonies in Mexico. The native people of Alaska traditionally had their noses pierced at birth to please the spirits of animals and to help them when hunting. The decoration consisted of an eagle's feather, a sea lion's whisker or a small bone.
Henna is a natural dye with a reddish-orange colour. It was first used by women in Mesopotamia over 4,000 years ago to paint their hands. In India, women still paint their hands and feet with henna for their wedding day. They believe in its power to make their marriage successful. In Morocco, some women rely on henna patterns to protect them from evil and bring good luck.
Otzi the Ice Man, a frozen human, was found in Austria and is 5,300 years old. His frozen body had fifty-seven tattoos. From the position of the tattoos, we think he had them done for health reasons because he suffered from arthritis in his ankles, knees and lower back. Only female mummies in ancient Egypt were tattooed. This tradition may have had something to do with childbirth. In Ancient Greece, tattoos were used as marks for slaves and criminals. In the 18th century, many French sailors returned from voyages in the South Pacific with elaborate tattoos. This became a tradition in the British Navy in the 19th century.
Work in pairs. Discuss the statement.
All types of piercing and tattoos look horrible and are unhygienic.
7. PROJECT WORK
T: Write a description of a famous person. (Student's are given the stages of making a project.)
1. Find a good full-length photo of a famous person in a magazine and cut it out.
2. Find information and make notes about these things: personal information (date and place of birth; family background; career highlights); physical description (height, face, hair); what they are wearing in the photo.
3. Write your description. Use expressions from the lesson. Then check it for prepositions, spelling and punctuation.
4. Stick your photo with your description.
5. Make a class display or pass your descriptions around the class. Who do you think is the best-dressed celebrity?
"K Fill in your learning diary. You should be honest. A diary will help you to:
- become more aware of your own progress;
- monitor your progress;
- identify problems.
Can I use it?
I need to practice them more
Learn the useful expressions
I liked the story and I understood it all
Making a project
1. Концепція навчання іноземних мов у середній загальноосвітній 12-річній школі // English. — 2004. — № 1.
2. Методичні вказівки. «Організація уроку англійської мови». Горлівський державний педагогічний інститут іноземних мов. — Горлівка, 2009.
3. Challenges 4. — Pearson Education Limited Longman, 2007.
Джерело: English. – 2010. - № 17- с. 8-10.
Suggested level - B1 intermediate
a teacher of English,
school # 25,
Gorlivka, Donets'k region
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