LET’S book

one
GET √
STARTED
Illustrated Thematic
Vocabulary Builders for Beginners

colors
clothing
men’s clothing
women’s clothing
accessories
MARILEE CARLSON
LET’S
GET
STARTED
Illustrated Thematic Vocabulary Builders for Beginners

colors
clothing
men’s clothing
women’s clothing
accessories
MARILEE CARLSON
BOOK ONE
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Books by Marilee Carlson

Let’s Get Started - Book One

Colors, Clothing, Men’s Clothing, Women’s Clothing, Accessories

Let’s Get Started - Book Two

Body Words 1 and 2, Health, Health Care, Personal Care

Let’s Get Started - Book Three

Nature 1 and 2, Farm & Domestic Animals, Wild Animals, Birds

Let’s Get Started - Book Four

Beverages, Fruit, Vegetables, Meat & Fish, Bread & Grains

Let’s Get Started - Book Five

Breakfast, Snacks & Condiments, Dessert, Eating Utensils, Kitchen Equipment

Let’s Move On - Book One

Suffixes of Function
1. -ar, -er, -or 2. -an, -n, -ian 3. -ant, -ent 4. -ist 5. -ee

Let’s Move On - Book Two

Prefixes of Negation
1. un- 2. dis- 3. mis- 4. in-, im- 5. il-, ir-

Let’s Move On - Book Three

Prefixes and Suffixes Indicating Absence / Presence
1. non- 2. -less 3. -y 4. -ful 5. -ous

Let’s Move On - Book Four

Suffixes of Description
1. -ive 2. -ish 3. -ic 4. -al 5. -ly
INTRODUCTION FOR THE TEACHER
Welcome to LET’S GET STARTED! All of the thematic units in the series follow the same basic format which includes
speaking, listening, reading and writing activities for individual learners, small groups, or large groups. The activities
provide the repetition necessary for second language acquisition in a relaxed enjoyable learning environment. They also
function as review or remediation activities. Once you become familiar with the procedures, the units practically teach
themselves.

PROCEDURES FOR PRESENTING EACH UNIT

Before laminating any activity cards, put the unit number on the back so that if you ever want to combine units, you can
easily resort them for storage with their correct unit. Laminate and cut out the Target Vocabulary (removing the labels)
and the word Flashcards. (I use an envelope that has been stapled down the center while open. This creates two
pouches for the corresponding word and picture cards. These envelopes can be labeled and stored in a shoebox as
more units are added.) Laminate and cut out the Categorizing Sorting Activities page and store in another envelope.
The size of these cards works well for a teacher dealing with a small group seated around a table. If you have a larger
group, these cards may need to be enlarged before laminating for use with a pocket chart.

Assessing Prior Knowledge

Place all of the Target Vocabulary picture cards (without labels) on the table (or enlarged ones in a pocket chart.) Pass
out the word Flashcards. See if students can match any of the word cards to the corresponding pictures. If the students
are totally unfamiliar with the words, hand out the Target Vocabulary labeled picture pages. They can match their words
by referring to their labeled pages.

Spelling and Pronunciation

To reinforce the symbol to word connection, the Target Vocabulary cards can be cut out, laminated and used for these
activities instead of the flashcards containing only words.

Alphabetize the Flashcards

Say each word as students put the cards in alphabetical order. Read the completed list together.

Sort the Words According to the Number of Letters

To make this more interesting, students can vote ahead of time which column they think will have the most words under
it upon completion. On the table (for small groups) or enlarged in a hanging pocket chart, put sorting labels at the head
of columns. (Words with 3 letters/ Words with 4 letters/ Words with 5 letters etc.) Give students individual flashcards and
have them place the word in the appropriate column. For example, the student or teacher will say: “Apple has 5 letters.”

Sort the Words According to the Number of Vowels

Use the same procedure as in the previous exercise. Initially, have a visible listing of vowels and consonants for students
to refer to if they are unfamiliar with vowels and consonants. This is particularly helpful for students whose language
does not use the English alphabet.

Sort the Words According to the Number of Consonants

Use the same procedure as in the preceding exercise.

Hangman (or Dinosaur)

At first students have their labeled vocabulary lists during play. Later they play without their lists. Remember
some of the students and their families may have endured brutal circumstances in their journey to their new
home and Hangman may be too gruesome for them or may trigger unpleasant or even traumatic memories.
Hangman can be adapted to Dinosaur. See the diagram to the right. By adding the head, eye, mouth, body,
tail, arms and legs, students get nine chances to guess the letters and word.

Conversational Prompts
Detailed conversational prompts are included in each unit. They provide teacher-directed oral activities that allow
students to use the words in context.

Student Worksheets: Use the worksheets as class activities or homework.

Categorizing
In addition to the generic (useful for ALL units) categorizing activities which concern the spelling of the words, many units
also have categorizing activities related to the meaning of the words in the unit. These categorizing activities are
included in their respective units.

Target Vocabulary
When using the Target Vocabulary sheets make sure to clearly pronounce each word and give the students time to
repeat the words.

Word /Picture Recognition Activity

Give each student a copy of the word flashcard page or the target Vocabulary Pages with the labels removed. Give the
directions orally for each of the words in random order. For example, “Underline the (word) coat.” “Draw an oval around
the (word) shoes.” “Draw a rectangle around the (word) socks.” “Draw a triangle above the (word) hat.” “Draw a square
below the (word) belt.” “Write an x before the (word) shirt.” “Write an x after the (word) jacket.” If students are com-
pletely unfamiliar with the directions, write a sample word or draw a sample picture on the board and demonstrate what
the students are being asked to do on the sample word/picture. Students can correct their own papers as the correct
answers are put on the board or on a transparency of the page. Refer to the last page of the appendix (217) for a list of
directions.

Fill in Missing Letters

Fill in Missing Letters directs students’ attention to all of the letters of the words. Students are asked to fill in missing
letters. In the first activity the students fill in the vowels. In the second, they fill in the consonants. In the third and fourth,
they fill in alternating missing letters.

Word Find - Upper Case Letters

This word find puzzle uses capital letters with a word bank (in capitals as well) at the bottom.

Word Find - Lower Case Letters

Now the students focus on lower case letters in the words.

Fill In The Lower Case Letters

Lower case ascending and descending letters can be difficult, especially for students coming from a non-alphabetic
language. This exercise provides valuable practice in noticing and writing ascending and descending letters. If you
provide a word bank for assistance, provide one in capital letters so as not to make it too easy. If this is new for the
students, you may want to demonstrate ascending and descending letters and as a class determine which letters de-
scend, (g,j,p,q,y) ascend completely, (b,d,f,h,k,l) or ascend partially (i,j,t).

Write A Sentence Using The Word

This exercise allows the class to work together to create sentences using each word. This should be done together with
you putting the student-created sentences on the board for the students to copy onto their papers. If desired, sentences
can be made by you using the sentences given on the GAME CARDS used for the DAY AT SCHOOL game. This will
make it easier to play the matching game with the definition cards, which have the same definitions as the Game Cards.

Spelling
This exercise contains four spellings for each word. The students will circle the correct one.

Scrambled Words
In this exercise the letters of the words are scrambled with a double puzzle which is usually a question pertaining to the
vocabulary words.

Match the Pictures to the Words

Students match the pictures to the words.

Separate the Words

All of the words run together with no spacing in both upper and lower case. Students are asked to draw vertical lines
between the words. To make this more interesting, you can have all of the students begin at the same time and record
the time it takes them to complete each spiral. The goal is for each student to increase his speed on each successive
spiral. The students are not competing against each other, but against their own time in the previous attempt. You can
call out: “20 seconds….. 30 seconds…..” and students can record their times at the end of spiral.

Word Find Shape

This page contains a shaped Upper case word find puzzle with a scrambled lower case word bank.
What Is It?
This is a matching activity using the descriptions given in the Game Cards and Matching Game. This can be an
assessment or an assigned activity. If it is used as an assessment, it must be after students have played DAY AT
SCHOOL with the Game Cards and/or the Matching Card Game so that they are familiar with the written definitions of
the vocabulary words.

Illustrated Crossword
Match the pictures to the words and then fill in the crossword.

Crossword
The crossword puzzle can be an activity or an assessment. If it is used as an assessment, it is important for you to go
over the clues orally on several occasions before expecting the students to complete it as an assessment. Each student
can be given a whiteboard, or cut up flashcards. You can read each clue and ask all students to either write the word on
their white boards, or hold up the correct flashcard. The same clues/definitions are used on the cards for the DAY AT
SCHOOL game mentioned below as well as the Matching Card Game, so the students will be familiar with the clues if
the games have been used.

Cloze Sentences
This exercise can be used two ways. The students read the exercise and use the words from the word bank to fill in the
missing words. The second method uses the sentences as a dictation exercise. Read the sentence, indicating where
the blank line should be drawn in place of the missing word. After all the sentences have been dictated, dictate the word
bank. Then students proceed as in the first method.

Written Assessment
Each unit has a direct recall test at the end, i.e., students write the words under the pictures.

GAMES
Bingo
Each unit contains a Bingo game. An extra copy of the flashcard page can be laminated and kept in an envelope with
the Bingo pages. There are five different Bingo pages. Copy and laminate enough pages so that all students (or teams)
can have one page. Laminate sheets of colored paper before cutting them up in half inch squares for markers. Students
are told (or shown) the word. They then place markers (or buttons) on the corresponding picture. When a student gets a
Bingo, he or she must then name all of the items that are in the line. This is an excellent way to help students improve
their recall of the new items.

Day at School
The unit also contains a set of GAME CARDS that can be used with the DAY AT SCHOOL game. The Day At School
game board is found in the index. This allows the students an opportunity in a relaxed setting to be reminded of the defi-
nitions and use the words in appropriate sentences. Students read a game card containing the definition and a picture
of a vocabulary word. They must read the sentence definition on the card and supply the word (and spelling if desired) in
order to move along a game board similar to Chutes and Ladders or Candy Land. The game contains some pitfalls
along the path to insure that the smartest student in the class doesn’t automatically win every time. That outcome would
discourage struggling students from even trying to win.

Vocabulary Crazy 8
The units contain a Matching Card Game that can be played like Crazy 8 where students collect sets that include the
picture, the word, and the definition. If the sentences in the “Write a Sentence Using the Word” page were generated
from these cards (as opposed to being original sentences from the students), students may initially refer to that page of
sentences while they play. When played like Old Maid, only the word and picture cards are used, along with the frown-
ing face as the Old Maid.

A typical unit would look something like this:

Assessing Prior Knowledge
Presentation/Sorting Activities
Old Maid Game
Use the Target Vocabulary pages as a reference if necessary.
Bingo
Then follow with Fill in the Letters, Word Find Upper Case, Lower Case Fill In and Lower Case Word Find. The
students can then work in small groups on Conversation and/or Categorizing Activities. Next can come a class
activity writing original student-generated or teacher-directed sentences. Play the Day at School Game and the Crazy 8
Game. Then follow with Spelling, Scrambled Words, Match the Picture to the Word, Separate the Words, Shape
Word Find, and Cloze Sentences.

The Crosswords and Match the Word to the Definition can be assigned or used as assessments. As a final
assessment use the Written Assessment Test at the end of each unit.

Follow up with the games as a review to aid retention. Once a unit has been covered, students can play Bingo, Day at
School, or the Matching Card game during free time.

Let’s Use All The Vocabulary - Review

In this section the students get a chance to use the vocabulary they have learned in all five units in new exercises.

Key: R = Reading W = Writing L = Listening S = Speaking

1. Information Gap Games RWLS

2. Short Conversation RWLS
3. Story Puzzle RSL
4. Runner and Writer RWLS
5. Correct the Sentences RW
6. Find Someone Who... WSL
7. Photographs - What are they wearing? L
8. Names to Pronouns RW
9. Walking Dictation - He/She/They like... R W L S
10. Store Receipts RW
11. Question and Answer Card Match RLS
12. For Women, Men or Both? R W
13. Julia Likes… Julia Does Not Like… R W L S

The Day at School game can be played with the cards from ALL of the units shuffled together. Also
the Old Maid cards can be combined as well. (This is where the numbering on the back of the cards
to designate the unit becomes helpful when sorting them for storage.)
Categorizing/Sorting Activities
Words with Words with Words with
1 2 3
vowel vowels vowels

Words with Words with Words with

4 5 6 (or more)
vowels vowels vowels

Words with Words with Words with

1 2 3
consonant consonants consonants

Words with Words with Words with

4 5 6
consonants consonants consonants

Words with Words with Words with

7 8 9
consonants consonants consonants

Words with Words with Words with

10 11 12 (or more)
consonants consonants consonants

Words with Words with Words with

1 2 3
letter letters letters

Words with Words with Words with

4 5 6
letters letters letters

Words with Words with Words with

7 8 9
letters letters letters

Words with Words with Words with

10 11 12 (or more)
letters letters letters

VOWELS: CONSONANTS:
a, e, i, o, u, (y) b c d f g h j k l m n p q r s t v w x (y) z
The exercises you will find in each unit:
1. Target Vocabulary
2. Flashcards
3. Word/Picture Recognition Activity
4. Fill in the Missing Letters
5. Word Find Upper Case
6. Word Find Lower Case
7. Fill In The Lower Case Letters
8. Write A Sentence Using The Word
9. What Is It?
10. Spelling
11. Scrambled Words
12. Match the Pictures to the Words
13. Separate the Words
14. Shape Word Finds
15. Illustrated Crossword
16. Crossword
17. Categories
18. Day at School Game Cards
19. Cloze Sentences
20. Old Maid and Crazy Eights
21. Bingo Cards
22. Conversations
23. Questioning and Reporting Drill for Three Students
24. Diagram of Questioning and Reporting Drill
25. Test - Label The Pictures
26. Answer Key

The exercises In the Let's Use All the Vocabulary Unit at the end of the book:
Key: R = Reading W = Writing L = Listening S = Speaking

1. Information Gap Games R W L S

2. Short Conversation R W L S
3. Story Puzzle R S L
4. Runner and Writer R W L S
5. Correct the Sentences R W
6. Find Someone Who... W S L
7. Photographs - What are they wearing? L
8. Names to Pronouns R W
9. Walking Dictation - He/She/They like... R W L S
10. Store Receipts R W
11. Question and Answer Card Match R L S
12. For Women, Men or Both? R W
13. Julia Likes… Julia Does Not Like… R W L S

The Day at School game can be played with the cards from ALL of the units shuffled together. Also
the Old Maid cards can be combined as well. (This is where the numbering on the back of the cards
to designate the unit becomes helpful when sorting them for storage.)
Target Vocabulary By Unit

COLORS MEN’S CLOTHING ACCESSORIES

orange suit jacket uniform
red glasses gloves
gray vest raincoat
blue bow tie sunglasses
yellow boots helmet
white watch galoshes
brown suit pants mittens
green hanger scarf
purple wallet hood
black pink undershirt necklace
light colors belt stocking cap
dark colors v-neck sweater bracelet
dark blue briefs baseball cap
light green cardigan earrings
light blue boxers cufflinks
light orange tie swimsuit
dark purple pocket ring
turtleneck umbrella
CLOTHING
hat WOMEN’S CLOTHING
coat slip
sweater evening gown
skirt handkerchief
slippers underpants
pants slip-ons
pajamas nightgown
shorts knee-highs
suit jumper
blouse sandals
jacket poncho
sweat suit jewelry
underwear pantyhose
shoes lingerie
shirt half-slip
robe bra
dress purse
socks heels
shawl
Clothing - Target Vocabulary

blouse skirt dress

shirt pants suit

shorts sweat suit shoes

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Clothing - Target Vocabulary

sweater jacket coat

hat slippers pajamas

robe socks underwear

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 Clothing

Flashcards

hat sweater skirt

slippers pants socks

dress robe shirt

underwear sweat suit shoes

jacket blouse suit

coat pajamas shorts

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 Clothing

Word/Picture Recognition Activity

Give each student a copy of the Flashcards page or the Target Vocabulary pages with the labels
removed. Read the “Set 1” directions aloud, see below. Students follow the directions. Three sets
are included, the students may need fresh pages if you use more than one set of directions. The
students could also use the same page but switch the color of pencil they are using for each set. To
help students who are unfamiliar with the directions, write a sample word on the board and
demonstrate what the students are being asked to do. There is also a demonstration page included
in the appendix. Students can correct their own papers as the correct answers are put on the board
or on a transparency of the page.

Set 1
1. Put a checkmark in front of the (word) jacket.
2. Draw an oval around the (word) slippers.
3. Draw a line over the (word) sweater.
4. Draw a triangle around the (word) shorts.
5. Write an “x” before the (word) pajamas.
6. Draw a triangle above the (words) sweat suit.
7. Draw an oval under the (word) shoes.
8. Draw 2 lines under the (word) shirt.
9. Draw a check mark below the (word) underwear.
Set 2
1. Put a checkmark in front of the (word) underwear.
2. Draw an oval around the (word) sweater.
3. Draw a line over the (word) dress.
4. Draw a triangle around the (word) slippers.
5. Write an “x” before the (words) sweat suit.
6. Draw a triangle above the (word) jacket.
7. Draw an oval under the (word) blouse.
8. Draw 2 lines under the (word) socks.
9. Draw a check mark below the (word) coat.
Set 3
1. Put a checkmark in front of the (word) socks.
2. Draw an oval around the (word) robe.
3. Draw a line over the (word) shoes.
4. Draw a triangle around the (word) skirt.
5. Write an “x” before the (words) sweat suit.
6. Draw a triangle above the (word) pajamas.
7. Draw an oval under the (word) slippers.
8. Draw 2 lines under the (word) coat.
9. Draw a check mark below the (word) shorts.
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10. Underline the (word) dress.
11. Draw a single line through the (word) skirt.
12. Put parentheses around the (word) pants.
13. Write an “x” after the (word) suit.
14. Draw a rectangle around the (word) robe.
15. Draw a square above the (word) hat.
16. Draw a rectangle below the (word) coat.
17. Draw a diagonal line through the (word) blouse.
18. Draw a check mark above the (word) socks.
10. Underline the (word) robe.
11. Draw a single line through the (word) shorts.
12. Put parentheses around the (word) pants.
13. Write an “x” after the (word) shoes.
14. Draw a rectangle around the (word) pajamas.
15. Draw a square above the (word) suit.
16. Draw a rectangle below the (word) skirt.
17. Draw a diagonal line through the (word) shirt.
18. Draw a check mark above the (word) hat.
10. Underline the (word) shirt.
11. Draw a single line through the (word) underwear.
12. Put parentheses around the (word) sweater.
13. Write an “x” after the (word) pants.
14. Draw a rectangle around the (word) suit.
15. Draw a square above the (word) hat.
16. Draw a rectangle below the (word) jacket.
17. Draw a diagonal line through the (word) blouse.
18. Draw a check mark above the (word) dress.
43
 Clothing

Fill in the Missing Vowels

1. c _ _ t 2. s w _ _t s _ _t 3. s h _ r t

4. s w _ _ t _ r 5. s h _ _ s 6. d r _ s s

7. s _ _ t 8. b l _ _ s _ 9. s k _ r t

10. s _ c k s 11. _ n d _r w_ _r 12. r _ b _

13. s l _ pp _ r s 14. p _ n t s 15. h _ t

16. j _ ck _ t 17. p _ j _ m _ s 18. s h _ r t s

Fill in the Missing Consonants

1. _ _ e _ _ 2. _ _ i _ _ 3. _ _ e a_ _ u i_

4. _ o a _ 5. _ a _ _ _ 6. _ _ i _ _e_ _

7. _ _ e a _ e _ 8. _ _ o e _ 9. _ u i _

10. _ a _ 11. _ o _ _ _ 12. _ o _ e

13. u _ _e_ _e a_ 14. _ _ o u _ e 15. _ a _ _ e _

16. _ _ i _ _ 17. _ _ o _ _ _ 18. _ a _ a _ a _

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 Clothing

Fill in the Missing Letters #1

1. j _ c _ e _ 2. b _ o _ s _ 3. r _ b _

4. c _ a _ 5. s_ e _ t _u_t 6. s _ c _ s

7. _ h i _ _ 8. d _ e _ s 9. h _ t

10. s _ i _ 11. s _ o _ s 12. s _ e _ t _ r

13. u_ d _ r _e _ r 14. s _ i _ p _ r_ 15. p _ n _ s

16. _ k _ _ t 17. s _ o _ t _ 18. p _ j _ m _ s

Fill in the Missing Letters #2

1. _ h _ r _ 2. _ a _ t _ 3. _ l _ u _ e

5. _ a _ k _ _ 5. _ a _ 6. _ l _ p _ e _s

7. _ n _ e _ w _ a_ 8. _ w_ a_ e_ 9. _ h _ e _

10. _ r _ s _ 11. _ k _ r _ 12. _ o _ k _

13. _ w _ a _ s_i_ 14. _ o _ t 15. _ o _ e

16. _ u _ t 17. _ a _ a _ a _ 18. _ h _ r _ s

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 Clothing

Word Find Upper Case

D S W E A T E R P Q S H

R O B E W T Y O A P O A

E Z S E V G Y J N L C T

S C F T S K I R T J K S

S S L I P P E R S J S H

B Z D R T N O L G D X I

L V U N D E R W E A R R

O S H O E S X H I O P T

U Z D T J A C K E T S C

S W E A T H S U I T U O

E S E S H O R T S B I A

C P A J A M A S B J T T

HAT SWEATER SKIRT

SLIPPERS PANTS SOCKS
DRESS ROBE SHIRT
UNDERWEAR SWEAT SUIT SHOES
JACKET BLOUSE SUIT
COAT PAJAMAS SHORTS
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 Clothing

Word Find Lower Case

s b l o u s e q w s j p

h u j n g w e w s o a p

o c r o b e b h u c c a

e s r t p a n t s k k j

s s h i r t b h u s e a

d o c p l e m n i s t m

r e o s a r y u t o p a

e h a t a w s h o r t s

s c t h s k i r t j o l

s w e a t c s u i t n i

u n d e r w e a r v g y

s l i p p e r s x d r t

hat sweater skirt

slippers pants socks
dress robe shirt
underwear sweat suit shoes
jacket blouse suit
coat pajamas shorts
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 Clothing

Fill In The Lower Case Letters

1. shorts 10. underwear

2. skirt 11. blouse
3. socks 12. jacket
4. sweater 13. hat
5. robe 14. slippers
6. shirt 15. pants
7. sweat suit 16. pajamas
8. shoes 17. suit
9. dress 18. coat
HAT COAT SWEATER SKIRT SLIPPERS PANTS

PAJAMAS SHORTS SUIT BLOUSE JACKET SWEAT SUIT

UNDERWEAR SHOES SHIRT ROBE DRESS SOCKS

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 Clothing

Write A Sentence Using The Word

1. robe

2. shorts

3. socks

4. suit

5. underwear

6. shirt

7. sweat suit

8. skirt

9. slippers

10. dress

11. blouse

12. coat

13. hat

14. pajamas

15. pants

16. sweater

17. shoes

18. jacket

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 Clothing

What Is It?
Find the matching items. Place the letter in front of the matching number.

____1. hat A. These cover you from the waist to the feet.

____ 2. sweater B. This knitted garment keeps the chest and arms warm.

____ 3. skirt C. This covers your chest and maybe your arms.

____ 4. slippers D. A person wears this over his clothes outside in the cold.

____ 5. pants E. A girl can wear this with a blouse.

____ 6. socks F. These are on feet in shoes.

____ 7. dress G. A jacket and pants (or skirt) of the same material is called a...

____ 8. robe H. You wear these on your feet in the house.

____ 9. shirt I. You wear these on your feet when you go outside.

____ 10. underwear J. You wear this outside on a cool day.

____11. sweat suit K. You wear this on your head.

___ 12. shoes L. A girl can wear this to a party.

____13. jacket M. You can wear this when you exercise.

____ 14. blouse N. You wear these when you sleep.

____15. suit O. This covers your body after you take a shower.

____16. coat P. People can wear these in the summer instead of long pants.

____17. pajamas Q. This covers a girl’s chest and maybe her arms.

____18. shorts R. You put this on first.

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 Clothing

Spelling
Circle the word that is spelled correctly in each line.

1. shrit shert shret shirt

2. pents pants pantz pentz

3. shoos shoez shoes shooz

4. soks socks sokcs scoks

5. suit siut soot sout

6. het had head hat

7. blouze blouse boulse bluose

8. drass dreses dresse dress

9. skrit skert scirt skirt

10. sweater swetear sweeter sweatar

11. jakat jackit jacket jaket

12. swet suit sweat suit sweat soot swet sout

13. roeb roobe roab robe

14. silppers slipers slippers slippurs

15. umberwear underwear underware unberwear

16. cote coate coote coat

17. pajamas pajmas pajamus pjamas

18. shrots shotrs shorts sorhts

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 Clothing

Scrambled Words
Unscramble all the words and write them in the spaces. Then put the letters in the numbered cells
on the correspondingly numbered cells below. Then answer the mystery question.
1. WANRDERUE
17 23

2. TSEAW USIT
20 4 24

3. OSHES
12

4. ERSATWE
1

5. THA

6. OERB
18 13

7. ACTO
5

8. UESBLO
14

9. SSPERPLI
7

10. ITSRK
16

11. OCSKS
8

12. SSRED
21

13. AETCKJ
15

14. TIRHS
2 9

15. NATSP
25 10

16. ITSU
19

17. SRTSHO
11 6

18. ASJAPAM
3 22

Mystery Question

Y G ?
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

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 Clothing

Match the Pictures to the Words

Place the letter of the picture in front of the corresponding word.

___ 1. hat A B C

___ 2. sweater

___ 3. skirt

___ 4. slippers D E F

___ 5. pants

___ 6. socks

___ 7. dress G H I

___ 8. robe

___ 9. shirt

___ 10. underwear J K L

___ 11. sweat suit

___ 12. shoes

___ 13. jacket M N O

___ 14. blouse

___ 15. suit

___ 16. coat P Q R

___ 17. pajamas

___ 18. shorts

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 1

54
COATSHORTSSWEATSUITSHIRTDRESSSHOESSWEATERSKIRTPAJAMASBLOUSESOCKSSUIT

UNDERWEARROBESLIPPERSPANTSJACKETHAT Time:
______

2
dressskirtsweatsuitpajamasshortscoatpantsslipperssweatershoessuithatsocksrobeunderwear
Separate the Words

Time:
blousejacketshirt ______

JACKETBLOUSEROBECOATSWEATSUITSOCKSSHIRTPAJAMASDRESSHATSKIRTSHORTSSHOES
Time:
SWEATERUNDERWEARSLIPPERSPANTSSUIT ______

4
shirtpantsblousejackethatslippersshortsunderwearpajamassweatershoesdressskirtsockssweatsuit

coatrobesuit Time:
______

5
DRESSSKIRTSWEATSUITCOATPAJAMASPANTSSLIPPERSSWEATERSHOESSUITSHORTSHAT

SOCKSROBEUNDERWEARBLOUSEJACKETSHIRT Time:
______

6
coatpajamasshortssweatsuitshirtdressshoessweaterskirtblousesockssuitunderwearrobeslippers

pantsjackethat Time:
______

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Clothing
 Clothing

Shape Word Finds

I M N P
I C D L X Q G P
Z O U Y B Z C E A R L A
U M T D M I M Z O M H V V L O J
N K Z O B B E C U Y G Q F W O D A A
V S F E Y M N I P A B U S H O R T S B V K M
N G F C X C W K Q T V L J V O N P H Q F C Y M U C A
W A W M I I B O B G A N S U I T Z I I Y T C K T G Q P S
V D G X T W W E R K A B K H B E S R E H T G R W Q C O M K D
K J U X Y B B O E M C C A K F V U T S F H W H W G D L O
R I D L Y O G P O A O C A Y J D E Z E V J V X D F Y
A B V T Z N S W E A T E R H O H Q P X N J X M O
N H S X F Q J T V A M H O R Z Q T O P W
M G B S S K E I S S Z D G O G M
U D M R L W V R O E H N G T U W
I C T Y R T E U T M I P R N Y R
P T G E E P A A X H S I U U U Q
G K D Y P K H J T W K F C E Y U
C N N I F A B O X S T H L D V X
U C L D O N L S W R U C H P H T
Q S T F R C O T I R K I X S N G
J I M Q C E U H H R V D T S D C
Q X V R B R S P D O X N G A D W
W F X O O D E S H B A C D D S O
K U R D D Y Z M G P M B K R Z O
U Y L W X I D K U J G W G N F R

Unscramble these words and then find them above.

loseub ktirs
nilghtoc psrsepil
taco cskos
rsesd tsiu
tah wtraees
ecjtak etsiutaws
nspta rrauewedn
tihrs sseoh
trossh aajamps
ebor

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 Clothing

Illustrated Crossword
1 2

3 4

6 7

8 9

10

11

12 13

14 15

A= across

D= down 16

1D 2D 3A 4D 5A 6A

6D 7D 8A 8D 9D 10D

11A 12A 13D 14A 15D 16A

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 Clothing

Crossword
1 2 3 4

8 9

10

11

12 13

14 15

ACROSS
4. You wear two of these outside.
6. You wear one of these after your shower. 2. People wear this under their clothes.
7. This is a thick knitted top.
8. A jacket and pants (or skirt) made of the
same material is called...
10. Some people wear one while
exercising.
13. You wear these to bed.
14. Pants that go from the waist to above
the knees a re called...
DOWN
It covers woman or girl from her neck to her legs.
3. These cover you from your waist to your feet.
4. Something a woman or girl can wear to cover her
from her waist to her knees or feet is called...
5. You wear this when you are outside in the cold
8. You wear these on your feet inside the house.
9. This covers a girl's chest and back and maybe her
arms.
10. You wear these inside your shoes.
11. A person wears this outside when it is cold.
12. This covers your chest, your back, and maybe your
arms.
15. You wear this on your head.

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58
Categories
Things worn only Things worn on the Things only worn Things worn by Things worn below Things worn above
inside the house: feet: by girls or women: men and women: the waist: the waist:

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 Clothing

Day at School Game Cards

Sometimes, I wear a/an When I am cold, I can put on a A girl can wear pants or a/an
_____________ on my head. knitted garment called a/an _______________.
_____________.

In the summer I like to wear When I am in my house, I often __________ cover you from
_______ instead of long pants. wear ___________ on my feet. your waist to your feet.

A/an _____ is a jacket A girl can wear a/an _________ I wear __________ under my
and pants (or skirt) of to a special party. shoes.
the same
material.

A/an ______ covers a girl’s A/an __________ covers your After my shower,
chest and maybe her arms. chest and maybe your arms. I put on a/an _______.

When I want to go outside on When I exercise, I wear a/an The first thing that I put on is
a cool day, I wear a/an _____________. my__________.
_______________ over my
shirt.

When I sleep, I wear my If it is cold outside, I When I go outside, I always

______________. wear a/an___________ wear _________________ on
over my clothes. my feet.

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 Clothing

Cloze Sentences

1. A girl can wear pants or a _________________ with a blouse.

2. _______________________ is the first thing that I put on before my other clothes.

3. When I go outside, I always wear ________________ on my feet.

4. When I am cold, I put on a knitted _______________________.

5. __________________ cover you from your waist to your feet.

6. When I am in the house, I often wear ____________________ on my feet.

7. I wear ______________ inside my shoes.

8. I put on a _____________________ after my shower.

9. A _________________ covers your chest and usually your arms.

10. When I exercise I wear a ___________________________.

11. Sometimes I wear a ________________ on my head.

12. A girl can wear a _________________ to a special party.

13. When I sleep, I wear ________________________.

14. In the summer, I like to wear __________________ instead of long pants.

15. A _________________ covers a girl’s chest and maybe her arms.

16. A jacket and pants of the same material is a __________________.

17. I wear a ________________ when I play outside on a cool day.

18. If it’s cold out, I wear a __________________ over my clothes.

Word Bank
hat coat sweater skirt slippers pants

pajamas shorts suit blouse jacket sweat suit

underwear shoes shirt robe dress socks

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 Clothing

Old Maid and Crazy Eights

These cards can be used to play games like Old Maid or Crazy 8.

Old Maid: (The game works best with a group of 2-3 players. Each group will need their own set of
cards.)
Use ONLY the picture and word cards.
1. All of the cards are dealt to the players.
2. Pairs of cards (picture and corresponding word) are collected and laid down.
3. Players take turns drawing a card from the player to their right.
4. The game is over when all of the pairs have been laid down.
5. The person who finishes with the most pairs is the winner.
6. The person stuck with the frowning face is the loser.

Crazy 8: (The frowning face is not used for this game. The game works best with a group of 2-3
players. Each group will need their own set of cards.)
1. Each person gets 5 cards.
2. The remainder of the cards are placed face down, with one card facing up for a “discard” pile.
3. Players can lay down pairs (picture and corresponding word) on their turns.
When a pair is laid down, replacement cards are drawn from the pile.
4. A turn consists of either taking a card from the face down pile, or taking the top card from the
discard pile AND choosing one card to discard.
5. When the face-down pile has been used up, the discard pile is turned over and play continues
until all of the sets have been identified and laid down.
6. The person with the most sets at the end wins the game.

NOTE:
For the advanced version of Crazy 8, you may also use the cards that have written descriptions of
the vocabulary word. In that case, players collect all three cards that belong together - the picture,
the word, and the written description.

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 Clothing

You wear You wear this A girl can wear You can wear
this on your head. knitted garment to this garment with these on your feet
keep your chest a blouse. in your house.
and arms warm.

hat sweater skirt slippers

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 Clothing

These cover you You wear these on A girl can wear This covers your
from your waist your feet inside this to a party. body after you
to your feet. your shoes. take a shower.

pants socks dress robe

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 Clothing

This covers your You put this You can wear this When you go out-
chest and maybe on first. when you side, you wear
your arms. exercise. these on your
feet.

shirt underwear sweat suit shoes

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 Clothing

When you play This covers a This outfit is a When it is cold

outside on a cool girl’s chest and jacket and pants outside, a person
day, you can wear maybe her arms. (or a skirt) that is wears this on top
this over your made of the same of his clothes.
shirt. material.

jacket blouse suit coat

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 Clothing


You wear these In the summer,
when you sleep. you can wear
these instead of
long pants.

pajamas shorts

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 Clothing

Bingo Card 1

Word Bank
hat coat sweater skirt slippers pants

pajamas shorts suit blouse jacket sweat suit

underwear shoes shirt robe dress socks

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 Clothing

Bingo Card 2

Word Bank
hat coat sweater skirt slippers pants

pajamas shorts suit blouse jacket sweat suit

underwear shoes shirt robe dress socks

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 Clothing

Bingo Card 3

Word Bank
hat coat sweater skirt slippers pants

pajamas shorts suit blouse jacket sweat suit

underwear shoes shirt robe dress socks

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 Clothing

Bingo Card 4

Word Bank
hat coat sweater skirt slippers pants

pajamas shorts suit blouse jacket sweat suit

underwear shoes shirt robe dress socks

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 Clothing

Bingo Card 5

Word Bank
hat coat sweater skirt slippers pants

pajamas shorts suit blouse jacket sweat suit

underwear shoes shirt robe dress socks

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 Clothing

Conversations

Free Conversation
Use the laminated unlabeled picture cards that have been cut apart. Students draw a picture card.
They make a statement about a person who has or wears that item. For example they pick the “shirt”
card. Possible Responses: “My father has a shirt.” “My uncle wears a shirt.”

Variation #1: Questions:

Students draw a clothing card. They ask a question using a different picture word. For example,
they pick the “shirt” card. Possible Responses: “Is this a hat?” A second student responds, “No, it
isn’t a hat. It’s a shirt.”

Variation #2: Determined by spinner.

+ = The student makes a true statement about that item. “I have/wear a jacket.”
— = The student makes a true negative statement about that item. “My brother doesn’t have
a jacket.”
? = The student asks a question about that clothing. “Do you have/wear a jacket?”
(A classmate responds to the question making a true statement.)

Variation #3: Present progressive:

Same as Variation #2 but in the present progressive tense using the verb wear. “George is wearing
boots.” “Mark isn’t wearing a jacket.” “Is Bill wearing a jacket?”
Note: You may want to avoid questions about underwear.

Spinners can be made in one of two ways:

Laminate the hexagons and arrows several times.
Make a small hole in the center with a pin and insert a toothpick. Use as a top.
Make holes in the hexagon and arrows. Loosely connect them with a separating fastener and spin
the arrow. (Use a washer for easier spinning.)

You can also use a die, e.g., 1 and 2 = +

3 and 4 = —
5 and 6 = ?

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 Clothing

Questioning and Reporting Drill for Three Students

Divide your students into groups of three. Each student takes a role of student 1, 2 or 3. The
students practice using the scripts below. After several rounds have the students switch roles i.e. 1
becomes 2, 2 becomes 3 and 3 becomes 1. Practice several more rounds. Rotate through the roles
again and practice. Now everyone has had a chance to question and report. Have the students
make up their own questions and reports based on: 1. Structure - Do you have…? Are you
wearing…? 2. Item of clothing. 3. Color.

Example A: Do you have a sweat suit? (Affirmative)

1. Student 1 (Juan) to Student 2 (Maria): Do you have a sweat suit?

2. Student 2 (Maria) to Student 1 (Juan): Yes, I have a sweat suit.

3. Student 1 (Juan) to Student 3 (Jen): Maria has a sweat suit.

4. Student 1 (Juan) to Student 3 (Jen): Do you have a sweat suit?

5. Student 3 (Jen) to Student 1 (Juan): Yes, I have a sweat suit.

6. Student 1 (Juan) to Student 2 (Maria): Jen has a sweat suit.

Example B: Are you wearing shoes? (Negative)

1. Student 1 (Juan) to Student 2 (Maria): Are you wearing shoes?

2. Student 2 (Maria) to Student 1 (Juan): No, I’m not wearing shoes.

3. Student 1 (Juan) to Student 3 (Jen): Maria isn’t wearing shoes.

4. Student 1 (Juan) to Student 3 (Jen): Are you wearing shoes?

5. Student 3 (Jen) to Student 1 (Juan): No, I’m not wearing shoes.

6. Student 1 (Juan) to Student 2 (Maria): Jen isn’t wearing shoes.

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74
Diagram of Questioning and Reporting Drill

Example A: Do you have a sweat suit? (Affirmative)

Maria 1. Do you have a sweat suit? Juan Jen

2. Yes, I have a sweat suit.

3. Maria has a sweat suit.

4. Do you have a sweat suit?

5. Yes, I have a sweat suit.

6. Jen has a sweat suit.

Example B: Are you wearing shoes? (Negative)

Maria 1. Juan Jen

2. No, I’m not wearing shoes.

3. Maria isn’t wearing shoes.

4. Are you wearing shoes?

5. No, I’m not wearing shoes.

6. Jen isn’t wearing shoes.

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Clothing
 Clothing

Test - Label The Pictures

1 2 3

4 5 6

7 8 9

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 Clothing

Test - Label The Pictures

10 11 12

13 14 15

16 17 18

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Men’s Clothing - Target Vocabulary

v-neck sweater turtleneck cardigan

briefs boxers undershirt

suit jacket suit pants tie

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