Clothing Vocabulary in a Second Language
a lesson plan for grades 6–8 second language
by Mary Hawk ()
This lesson
will teach clothing vocabulary to students in an elementary second
language class. The lesson plan will be composed in English so that it can
be adapted to any language.
Teacher's lesson
goals/objectives
Students will:
- identify clothing when the article is seen or the word for it is
heard.
- describe the colors of the clothing they are wearing.
- demonstrate understanding of clothing by participating in a game of
Simon Says.
North Carolina curriculum
alignment
Second
Languages (1999 version - Implemented but not
tested.)
Sub Area:
Beginning Sequence (Grades
6-8)
Goal 1: INTERPERSONAL
COMMUNICATION - The learner will engage in conversation and exchange
information and opinions orally and in writing in the target
language.
Objective 02: Use basic words and
short memorized phrases during interactions orally and in
writing.
Objective 03: Ask and answer
questions using learned material orally and in
writing.
Goal 2: INTERPRETIVE
COMMUNICATION - The learner will understand and interpret written and
spoken language on a variety of topics in the target language.
Objective 01: Follow oral and
written directions, commands, and requests.
Objective 2: Demonstrate
understanding of words, phrases, and sentences from simple oral or
written texts about basic personal needs and familiar
topics.
Goal 3: PRESENTATIONAL
COMMUNICATION -The learner will present information, concepts, and ideas
to an audience of listeners or readers on a variety of topics in the
target language.
Objective 01: Name and describe
orally people, places, and things using everyday words and
phrases.
Sub Area:
Exploratory (Grades 6-8)
Goal 1: INTERPERSONAL
COMMUNICATION - The learner will engage in short/simple conversation and
exchange information and opinions orally and in writing in the target
language.
Objective 2: Use basic words and
short memorized phrases during interactions orally and in
writing.
Objective 3: Ask and answer basic
questions using learned material orally and in
writing.
Goal 2: INTERPRETIVE
COMMUNICATION - The learner will understand and interpret written and
spoken language on selected topics in the target language.
Objective 1: Follow selected oral
and written directions and commands.
Objective 2: Demonstrate
understanding of learned /familiar words, phrases, and sentences from
simple oral or written passages (e.g., announcements, advertisements,
ads) about basic personal needs.
Goal 3: PRESENTATIONAL
COMMUNICATION - The learner will present information, concepts, and ideas
to an audience of listeners or readers on selected topics in the target
language.
Objective 1: Name and describe
orally people, places, and things using everyday words and
phrases.
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Time required
2 hours
Materials/resources needed
Flashcards with pictures of different articles of clothing being
introduced. Poster or other form of visual aid which will show children
how the vocabulary word is spelled in the second language.
Technology resources needed
Computer to produce a word search for conclusion of lesson using the
new vocabulary and colors in the second language.
Pre-activities
Students should already know the colors in the second language.
Activities
- Hold up flashcards for students to see and say the word in the
second language. Then repeat the word again while pointing to it on the
visual aid board to allow students to see the spelling of the new word.
Have students repeat the word in a choral response. Once students have
had the opportunity to practice the word, hold up the second flashcard
and pronounce the new vocabulary word in the second language. Have
students repeat in choral response. Repeat this until five new words
have been introduced.
- Then go back to the first vocabulary word and give students the
opportunity to tell the word in the second language. If 90% mastery has
been achieved, pass out flashcards to five students and have them come
to the front and say the word, pick out someone in the classroom wearing
the object in their flashcard, and hand the card to that person.
Continue this until most students have had the opportunity to
participate. This type of activity allows students hands-on experience
and application.
- The next part of the lesson will introduce five more new clothing
vocabulary words. Begin this lesson with a review of the words from the
earlier lesson. Hold up flashcards and have students tell the article of
clothing in choral response. Following the same format as above,
introduce the new vocabulary words by showing the flashcards and
pointing to the visual aid board with the spelling of each new word.
Once students have had the chance to repeat the vocabulary in choral
response, add the new words to the words learned in the prior lesson.
Students now have 10 new clothing vocabulary words. Repeat the same
activity by passing out ten flashcards to students.
- The last part of the lesson should begin with a review of the 10
previous vocabulary words. Hold up flashcards and have students give
choral response, noting if 90% mastery has been achieved. Once the
review is complete, introduce the remaining five vocabulary words to
students using the same format: Introduce flashcard, repeat word, show
the spelling of the word and allow choral response.
- After all fifteen vocabulary words have been introduced, the class
should be ready for a game of Simon Says. This game will review color
vocabulary and reinforce clothing vocabulary. All students should remain
seated as the game begins. Call out, "Simon Says for all students
wearing yellow socks to stand up." Then say, "Simon Says for all
students wearing yellow shirts to stand up." Continue this, varying
between having students stand and sit based on clothing and color. Those
who get out should come to the front of the room and cheer on those
remaining.
- When the game has ended, have all students return to their seats and
end the lesson with a review of all flashcards.
Assessment
The vocabulary learned in this lesson will be used continually in
subsequent lessons. Simon Says allows the teacher a visual assessment of
students in a fun manner. This allows the teacher to see the level of
student mastery of the material. A written or oral test can be
administered to the students after several days of practice with the
vocabulary.
Supplemental resources/information for
teachers
None
Relevant websites
N/A
Comments
None
Optional information
Subjects (provided by the Standard Course of Study)
Second Language
 Classification information
History and
comments
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