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No. ymi_cloth3a01 | |
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Unit III: What Sort of Clothes Are Appropriate
at School?
Activity 1 Talking about what students wear at school and why |
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| Date: | Country: | Author(copyright): | Themes: |
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| 2003/1 | Canada | Yazawa
Michiko 矢澤理子 Alberta Learning (Ministry of Learning, Alberta) |
Clothing and Fashion |
| Overview: | |||
| The students describe their school uniform, say whether they like their uniform or not and why. At schools that do not have uniforms, the students conduct a class survey on what clothes their classmates are wearing and talk about why they selected those outfits. They discuss concepts related to the appropriateness of clothing. | |||
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Worksheets and other materials:
 Worksheet
#1aWorksheet
#1bWorksheet
#2 |
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Talking
about what students wear at school and why a) At schools that have uniforms: Have the students describe their school uniform, and ask whether they like their uniform or not. The students should support their preferences using the pattern "Reason + からです." Students should also evaluate the various school uniforms they have seen in Deai. The teacher asks the students to list the pros and cons of having a school uniform and lets them discuss what sort of outfit is appropriate for school life. [See Worksheet #1a]. b) At schools that do not have uniforms: Students conduct a class survey on what clothes their classmates are wearing and talk about why they selected those outfits. To get them to reflect more deeply, the teacher asks further questions like "Can you wear whatever clothes you want to school? Are there any differences between your clothes at home and clothes at school? Or clothes for a party? Do you have a club uniform? Why do you change your clothes to play a sport?" Let them discuss what sort of outfit is appropriate for school life. [See Worksheet #1b]. |
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Using
the discussion from the last question as a lead in, the teacher visually
organizes concepts that need to be discussed on the whiteboard. [See Worksheet
#2. This should be redesigned as the teacher sees fit and in accordance
with her/his class]. Have the students indicate the most appropriate point
on each concept continuum in terms of school life in their opinion, and
prioritize the concepts. (This is just for encouraging a discussion, not
for reaching a conclusion. Through discussion, the students will realize
the diversity of perspectives in class.)
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