Have the students compare the different catalogues and note the similarities and differences. (CCT) The catalogue will likely be a group project and students will need to work cooperatively to achieve the finished product. (PSVS) There will be various opinions on clothing styles and students will need to be tolerant of the preferences of their classmates. (PSVS)
Students with different language abilities will have the opportunity to adapt the unit project to suit their needs. Students with strong abilities should be encouraged to expand the written aspect of the project. Students who are interested in drawing or photography could provide the illustrations.
Ensure that student who express clothing preferences that are not traditionally associated with their gender are not subjected to ridicule or negative comments from other students.
The following vocabulary and linguistic content is included throughout the unit. The teacher and the students should decide what elements will be included in the experiential goal.
Topic to be developed: Consumer Practices
Experiential goal: Students will create and present a catalogue of favourite clothing.
Experiential goal: Students will create and present a catalogue of favourite clothing.
1.Become familiar with a number of clothing catalogues.
Activities
| 1.1 | Survey students to determine who has looked at a clothing catalogue within the last year. "Qui a regardé une catalogue de vêtements cette année?" |
| 1.2 | 6.3 Annex 1 Have the students survey one another to determine what clothing they would buy from a catalogue if they had the choice. |
| 1.3 | Have students survey parents to determine who has ever ordered clothing from a catalogue. |
| 1.4 | In small groups, have the students list all of the things that they might see in a clothing catalogue. Compile information from all of the groups and create a master list of catalogue items. |
| 1.5 | Have the students look at a number of clothing catalogues. Add to the list of clothing items in 1.4. |
| 1.6 | In partners, have the students look at the list of clothing and discuss the last article of clothing that they bought either from a catalogue or a store. Share the partner's information with the rest of the class. "Il/Elle a acheté un chandail." |
2. Discuss the experiential goal and the possible steps to achieve the goal.
Activities
| 2.1 | Have the students determine what should be included on their catalogue page. e.g. picture or drawing of an outfit, short description, cost, etc. |
| 2.2 | Have the students decide if they would like to work individually or in pairs. |
| 2.3 | Explain the idea of a short presentation of their catalogue page and then a compilation of all the pages into a catalogue. |
| 2.4 | Ask for volunteers to create a cover page. |
3. Determine the criteria for choosing clothes.
Activities
| 3.1 | 6.3 Annex 2 Have the students look at the criteria for choosing clothing. They are to decide whether this criteria is not very important, important or very important to them. Then working in partners, have them discuss their answers and note the answers of their partner on their annex. |
| 3.2 | Survey the students as a group to determine which criterion is most important to them. Which criterion is least important? |
| 3.3 | Have the students list the different stores where they buy their clothes? "J'achète mes vêtements à Sears." What kinds of clothes are sold in these stores? "Le magasin Cotton Ginny vend des vêtements en coton". Do the stores specialize in specific clothing such as shoes? "Le magasin Bata vend des souliers". |
4. Describe clothing worn by students in the classroom.
Activities
| 4.1 | In pairs or in groups of four, have the students use large chart paper and draw an outfit that is currently "à la mode". Students who have similar tastes may wish to work together. Have the students label the outfit using vocabulary from the master list. "un chandail large, un pantalon vert, des bottes noires, etc." If students think of other vocabulary during the course of the activity, this should also be added to the master list. Put the drawings on the wall and then in the main group, have the whole class add additional labels or phrases to each outfit. |
| 4.2 | 6.3 Annex 3 In the main group, create four sentences that describe articles of clothing that four of the students are wearing. Divide the sentences into four columns. See Annex 3 for an example. Then have a student or teacher choose one word or phrase from each of the columns to create a secret sentence. The other students must try to guess the secret sentence. In the beginning, a check mark could be placed under the column where the students have chosen the correct part of the sentence. As the students become familiar with the activity, they would just be told how many phrases of the sentence are correct. |
| 4.3 | Create five different columns on the chalkboard or overhead projector with the headings, "une chemise", "un pantalon", "un chandail", "des chaussettes", "des souliers". Then have the students call out the colour of the clothing article worn by their classmates. e.g. "un chandail jaune" or "Paul porte un pantalon bleu." As each colour is called out, it is written in the appropriate form (masculine, feminine) under the appropriate clothing article. |
| 4.4 | 6.3 Annex 4 Have the students survey one another to determine the kinds of material that is used in their clothing. At the end of the activity, identify the most commonly used materials in clothing. |
5. Become familiar with clothing that is appropriate for each of the seasons.
Activities
| 5.1 | 6.3 Annex 5 Have the students give the appropriate season for the different articles of clothing. Some of the articles will be appropriate for more than one season. They might circle the article of clothing that is appropriate for only one particular season. |
| 5.2 | 6.3 Annex 6 Have the students read the weather descriptions in the annex and list the articles of clothing that they would wear. |
6. Become familiar for clothing that is appropriate for different activities.
Activities
| 6.1 | 6.3 Annex 7 Have the students examine the various activities and decide what kind of clothing might be appropriate. |
| 6.2 | 6.3 Annex 8 Have the students read the sentences and note whether or not they wear the clothing at the designated times or places. Discuss the information with a partner and compare responses. |
7. Describe and compare similar items of clothing.
Activities
| 7.1 | 6.3 Annex 9 Have the students work in pairs and using the Venn diagram in Annex 8 have the students fill in the information. An example is given for the students to follow. |
| 7.2 | 6.3 Annex 10 Compare the coats of two teachers and two students. In pairs, answer the questions on Annex 10 and report to the main group. |
| 7.3 | Have the students cut out clothing items from a catalogue and glue them to pieces of cardboard or paper. On the back of each of the cardboards mark the price of the article. Working in pairs, one of the students looks at the price while the other student tries to guess. "Ça coüte cinquante dollars." "Non, c'est plus cher. Non, c'est moins cher". This activity may need to be modelled and numbers reviewed before the students begin their pair work activity. |
8. Prepare and present the catalogue page.
Activities
| 8.1 | Individually or in pairs, have the students work on their catalogue page. Have them refer to the structures and vocabulary in the annexes. |
9. Reflect on the unit. What did the students learn about seasonal clothes? What did they learn about trends and about dressing for the weather? What French did they learn?