Target level: A1-A2
Description
In this learning activity, students use the comparative and superlative to discuss impacts related to clothing choice and the clothing industry.
Steps
- Introduce topic of sustainable fashion: welche Marken man trägt, wo man einkauft, wieviel neue Mode kostet heute, was Kleidung attraktiv macht, warum man sich für Kleidung interessiert, und wie man die Nachhaltigkeit von Kleidung bewerten kann, usw.
- Prepare and present slideshow of relevant vocab, with brief introduction to the topic: Warum lieben wir so unsere Klamotten? Was trägst du gern? Was gibt es in der Produktion von Kleidung das schlimm ist für die Umwelt?
A brief slideshow could include terms used later in the video below, such as: Mode (fashion), Klamotten (clothes) Transport (transportation), Produktion (manufacturing), Energie (energy), Verhaltensweisen (behavior) Farbstoff (dye, pigment), Konserverierungstoff (preservative), schädlich (harmful), Abwasserrohre (waste water pipe), verantwortlich (responsible)…] - Watch first segment of Doku So zerstören unsere Klamotten die Umwelt (timestamp: 0 – 5:00), linked below. Review relevant adjectives used in and relevant to the film, and their comparative and superlative forms. Ask students to offer examples from the film and from their own experience.
- Students choose what they think is most harmful using words learned through the slideshow. What aspects of clothes production can be changed? Watch second segment of Doku So zerstören unsere Klamotten die Umwelt, (timestamp 7:20 – 10:20).
- Follow up with questions that allow students to dig deeper and explore impacts of fashion choices, e.g.: Wieviel Wasser braucht man, um eine Jeans oder ein Tshirt herzustellen? Students work in teams to make a visual of water jugs,using units that they could easily comprehend, then give three or four choices. Fellow students guess amounts, compare with original estimate.
- Schlüsse und relevante Verhaltensweisen: Ask students to reflect in groups on what they think about what types of behaviors are relevant for the production of clothing, e.g. wie oft man neue Klamotten einkauft, wie billig/teuer neue Klamotten sind, wie schnell man die Kleidung produzieren und liefern (deliver) kann, und welche Verhaltensweisen am relevantesten sind? Was denkt ihre Gruppe? Introduce comparatives and superlatives related to the topic for evaluation and synopsis.
- Positives erzielen: Was kann man machen um besser einzukaufen und sich zu bekleiden? Wie kann man umweltfreundlich Klamotten einkaufen und auch Spass an der Mode haben? Ask students to use comparatives and superlatives to problem solve and find ways to improve the impacts related to the consumption of clothing.
Learning Goals
- Language skills: komparativ / superlativ
- Students can describe environmental impacts of clothing industry
- Students gain experience in problem solving through the use of comparative and superlative expressions
Methods and Approaches
Active and situated learning.