Hello! I just got a job teaching English for women in their 20s pursuing a career in fashion design. Any ideas or materials out there that would help?
Thanks so much!
English for Fashion Designers
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Sally Olsen
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One of our summer students at Carleton from Brazil had a class like this. She got a ton of current fashion magazines and posed all sorts of projects for the students using the magazines.
They could cut them up and cut and paste.
They examined the articles and compared them magazine to magazine recording vocabulary used in the fashion world in a special little dictionary.
She essentially followed a book that she had for that level of student - advanced I think and probably Head Start or something similar but did the exercises using the writings from the magazines. You can find examples of practically every verb use and so on in the articles.
The students had a to do a project using the Internet, found something they wanted to talk about, wrote up a report for the other students and presented it at the end of term, usually with pictures of fashions they would like to create themselves, talking about the materials they would use, why they chose this style, how much it would cost to mass produce their creations and where they would sell them and for how much.
She had a template to tell them what to include and how she would mark the presentation but also had the other students rate each other based on the template. I have often done this - there are some excellent templates at enchantedlearning.com that can be adapted for pretty well every subject. I found the students were harder on each other than I was but it made them very aware of errors and helped them correct their own.
The first small project was done and presented in groups of five as she had 25 students and the group got a mark.
The last project was done individually but the students presented to the four other students in their group so it didn't take the whole class' time for each student. She sat in the middle of the groups and listened in on one presentation off an on until she had gone around the groups and gave them her marks but always checked her marks against the four other student's marks. I think the presentations were 10 minutes in a 60 minute class.
I think she also had a poster session where the group made a poster on some topic of interest, one of the group members stood by the poster to explain the contents or answer questions while the other four visited other posters. They changed positions every 10 minutes so each member of the team got to explain the poster and see the other posters. She said that was a great activity because it got them speaking early in the session but it wasn't so intimidating for the person explaining.
They could cut them up and cut and paste.
They examined the articles and compared them magazine to magazine recording vocabulary used in the fashion world in a special little dictionary.
She essentially followed a book that she had for that level of student - advanced I think and probably Head Start or something similar but did the exercises using the writings from the magazines. You can find examples of practically every verb use and so on in the articles.
The students had a to do a project using the Internet, found something they wanted to talk about, wrote up a report for the other students and presented it at the end of term, usually with pictures of fashions they would like to create themselves, talking about the materials they would use, why they chose this style, how much it would cost to mass produce their creations and where they would sell them and for how much.
She had a template to tell them what to include and how she would mark the presentation but also had the other students rate each other based on the template. I have often done this - there are some excellent templates at enchantedlearning.com that can be adapted for pretty well every subject. I found the students were harder on each other than I was but it made them very aware of errors and helped them correct their own.
The first small project was done and presented in groups of five as she had 25 students and the group got a mark.
The last project was done individually but the students presented to the four other students in their group so it didn't take the whole class' time for each student. She sat in the middle of the groups and listened in on one presentation off an on until she had gone around the groups and gave them her marks but always checked her marks against the four other student's marks. I think the presentations were 10 minutes in a 60 minute class.
I think she also had a poster session where the group made a poster on some topic of interest, one of the group members stood by the poster to explain the contents or answer questions while the other four visited other posters. They changed positions every 10 minutes so each member of the team got to explain the poster and see the other posters. She said that was a great activity because it got them speaking early in the session but it wasn't so intimidating for the person explaining.
ESP World
Dear Colleagues!
An online journal English for Specific Purposes World (ESP World) has a lot of articles on different ESP areas, methods etc.
Also I would like to invite ESP specialists to join the group EngliSP at Yahoo group and not only ask but answer questions!
Our address: http://esp-world.info
(mirror: http://esp-world.99k.org)
Kind regards,
Vitaly Ashkinazi
Managing Editor
ESP World
An online journal English for Specific Purposes World (ESP World) has a lot of articles on different ESP areas, methods etc.
Also I would like to invite ESP specialists to join the group EngliSP at Yahoo group and not only ask but answer questions!
Our address: http://esp-world.info
(mirror: http://esp-world.99k.org)
Kind regards,
Vitaly Ashkinazi
Managing Editor
ESP World