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Boost A1 level clothing vocabulary learning with "Odd One Out - Clothes". This simple and visual lexical discrimination exercise allows students to quickly consolidate the names of main clothing items while developing their ability to categorize words by semantic field. By transforming lexical recognition into a mini-investigation, this resource increases engagement and promotes stronger memorization. It is perfect for starting a sequence on physical description or shopping.
Your Worksheet
Assess your students' knowledge with this ready-to-use worksheet, designed to reinforce grammar and vocabulary points.
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Pedagogical Guide
Objective & Plot Summary
The main pedagogical objective is to reinforce the memorization and recognition of A1 level vocabulary related to clothes (hat, shirt, trousers, dress, etc.) by developing the ability to categorize and identify a word belonging to a different lexical field. The resource is an "Odd One Out" exercise composed of several lines of four words. In each line, three words belong to the lexical field of clothes (Clothes), while one word is an intruder (e.g., apple, bread, water, juice, pen) from other basic themes like food, drinks, or supplies. The student must circle this intruder word.
Suggested Procedure
Before the activity (~5 min): ACTIVATE AND VISUALIZE VOCABULARY
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Getting started: The teacher distributes the worksheet and writes 'Clothes' on the board. Ask students to point to, or orally name, a piece of clothing they are wearing and whose English word they know.
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Concept introduction: Ensure students understand the 'Odd One Out' instruction. Give an example of simple categorization (e.g., car, bike, dog, bus), asking for justification.
During the activity (~15-20 min): ANALYZE AND DISCRIMINATE
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Step 1: Individual and discreet resolution (10 min). Students work unaided to read and circle the odd one out. Encourage them to deduce the meaning of unknown words based on the general theme (Clothes).
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Step 2: Cross-check and categorization (5-10 min). In pairs, students compare their choices. They prepare a clear justification for the odd one out, naming the category of the other three words (e.g., « Apple is the odd one out because the others are **clothes** »).
After the activity (~10 min): FROM CLASSIFICATION TO DESCRIPTION
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Collective correction: Correction on the board with pronunciation verification. Ask students to group the clothing words found into sub-categories (Headwear, Tops, Bottoms, Footwear).
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Oral production: Ask students to choose two clothing items from the list and combine them with a learned color to describe their favorite outfit (e.g., « I like my blue **jeans** and my red **t-shirt** »).
Adaptations
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To simplify: Allow a quick visual check (via an illustrated dictionary or Google Images) for less known clothing words, to focus cognitive effort solely on discriminating the odd one out.
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To deepen: "The Clothing Weather Challenge": ask students to select appropriate clothing from the list for two different weather conditions (e.g., It is cold and rainy, It is hot and sunny), justifying their choice (e.g., « I need a **coat** and **boots** when it's cold »).
