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French Fashion Designers 4 5 by Brigit Viney 6 Penguin Readers Factsheets level E Teacher’s notes 1 2 3 French Fashion Designers 4 5 by Brigit Viney 6 ELEMENTARY SUMMARY rench Fashion Designers gives a lot of BACKGROUND AND THEMES information about the most famous French F FRENCH FASHION DESIGNERS designers, their even more famous fashion French fashion designers, famous all over the world houses, their ideas about fashion, and other for their very expensive clothes, perfumes, scarves, products sold by them. Although the French fashion bags, and sunglasses—for women and men—have world has traditionally been dominated by men, with dominated the world of fashion throughout the the exception of Coco Chanel, the book has a twentieth century and into the twenty-first. They separate section on women designers. There is a have all gotten started by having an interest in quiz at the beginning of the book that tests the fashion and an original idea. Coco Chanel started readers’ knowledge, as well as a very helpful page out in 1910 selling hats in Paris. By 1936 she was with words in fashion clearly illustrated to help selling nearly 28,000 designs each year with nearly students learn the vocabulary before reading. 4,000 people working for her fashion house, Chanel. Students will enjoy the later quizzes in the book Christian Dior started working in fashion in 1935 with “Can you be a fashion designer?” and “Who are three workrooms and 85 workers. His clothes used a you?” lot of material and were very expensive. By the There are fascinating statistics about French 1950s, he had 28 workrooms and more than 1,000 fashion houses and what they mean to the economy workers in Paris. Haute couture was big business. of France in “The business of fashion” section at the Yves Saint Laurent started out working for Dior in back of the book. For example, while Germany and 1955, and in 1961 he started a new couture house. Italy sell more fashion than France, France sells His pant suit was a famous design in 1969 because more of the very expensive fashion products, it offered men’s clothes for women. especially perfume and make-up. All of these designers started out with an idea, an Students who are interested in fashion, and those interest in fashion, and most were backed by people who are not, will be interested in the workings of the who shared their interest, and who also had a lot of fashion world, the financial implications, and the money. Their designs were recognized by other lives of those designers whose names we all know. designers, who gave them jobs in their fashion houses. Designers like Jean-Paul Gaultier started at a young age, had no formal training in fashion, but ABOUT THE AUTHOR had original ideas. Gaultier used things from the kitchen for jewelry, used jeans as stockings, and Brigit Viney has written and edited many EFL books corsets as evening clothes. and courses. She has also taught in Cairo and The world of fashion is competitive, exciting, and Damascus and enjoys drawing, visiting art galleries glamorous—and anyone with new ideas can enter and traveling, mainly in Europe, the Middle East and this world. North America. © Pearson Education 2001 level Penguin Readers Factsheets 2 Teacher’s notes Communicative activities The following teacher-led activities cover the same sections of Pages 14–26 text as the exercises at the back of the Reader, and supplement 1 Ask students to work in groups of three and to write a those exercises. For supplementary exercises covering shorter conversation between Emanuel Ungaro, Christian sections of the book, see the photocopiable Student’s Activities Lacroix, and Thierry Mugler. They can discuss what pages of the factsheet. These are primarily for use with class they like, don’t like, what they think about fashion, and readers but, with the exception of discussion and pair/group work what they will design for next year. Then, the groups questions, can also be used by students working alone in a self- can role-play their conversations for the rest of the access center. class. ACTIVITIES BEFORE READING THE BOOK 2 After students have done the quiz on page 19, put them into small groups to discuss their answers. Then 1 Make a photocopy of page 2 and blacken the words, tell the groups they have 15 minutes to design a bag, then make enough photocopies so that each pair of or a piece of jewelry, or sunglasses. One person in the students can be given one. Ask the students to look at group is the designer—the one who scored highest on “Words in fashion” on page 2 in their books and help the quiz—the others are design assistants, and others them with pronunciation of these words. Put students are pattern cutters. The group work together and into pairs and give them 5–10 minutes to learn the produce a design, price it, then the class can show off vocabulary. Then tell them to close their books, and their designs in a “fashion show.” hand out the photocopies. Ask students to write as many words as they can remember. Alternatively, write the vocabulary on the board and ask them to put the words on the page. Glossary 2 Make sure students understand design, designers, fashion show, fashion house. Then ask them to read Pages 1–13 the Introduction and ask them what famous names artificial (adj.) not natural but made by people they expect to read about in this book. Have a class business (n) the work you do as a job to earn money discussion about the value of fashion in society. Is it collection (n) a group of things that has been gathered together important? Why (not)? design (n) to make a drawing or plan so someone can make something 3 Photocopy (in color, if possible) pages 3, 13, 14, 15, fashion (n) a way of dressing or behaving that is usual or 16, 17 as many times as needed. Cut out the pictures popular at a certain time and the captions. Put the students in small groups and haute couture (n) the houses or designers that create exclusive give each group a set of pictures and a set of captions. and often trend-setting fashions for women Give them 5-10 minutes to match them. jersey (n) a fine, soft woollen cloth used for women’s dresses line (v) to put some kind of material closely around the inside of ACTIVITIES AFTER READING A SECTION something. look (v) to have a particular appearance Pages 1–13 material (n) cloth 1 After students do the quiz on page 1 individually, ask ready-to-wear (adj.) able to be used at once them to talk about the quiz with another student. Who show (n) to collection for people to look at had the most correct answers? Did they enjoy doing simple (adj.) plain, and not decorated or fancy unusual the quiz? Why (not)? (adj.) different and interesting war (n) fighting 2 Put students into four groups and give each group the name of one of the four designers in this section of the Pages 14–26 book. Ask them to make a list of ten questions they assistant (n) a person who helps someone in a job, and is FRENCH FASHION DESIGNERS would like to ask this designer. Then, tell the groups to under that person’s direction give their questions to another group who will read drawing (n) a picture made with a pencil or a pen about that designer and write the designer’s answers leather (n) treated animal skin used for making things like shoes to the questions. They should work together and and bags discuss what the designer would probably have pattern (n) a shape used as a guide for making something, answered. When they finish, they give their written especially a piece of paper used to show the shape of the parts answers back to the group who wrote the questions. of a piece of clothing product (n) something that is produced or made somewhere The two groups can then discuss what they’ve answered. Published and distributed by Pearson Education Factsheet written by Coleen Degnan-Veness Factsheet series developed by Louise James © Pearson Education 2001 Penguin Readers Factsheets level E Student’s activities 1 French Fashion Designers 2 3 Photocopiable 4 Students can do these exercises alone or with one or more other students. 5 3 Write the words below on the lines. Activities before reading the book 6 fashion designer’s collections jersey 1 Read the Introduction. Then answer these questions. (a) Ready-to-wear clothes have the _______________ (a) What country is the center of fashion? name on them. ELEMENTARY (b) What change happened in the 1900s? (b) Chanel made a lot of clothes with _______________. (c) Does the writer of this book think the world of fashion (c) Christian Dior’s _______________ work began when he is interesting? Why? was thirty. (d) Yves Saint Laurent’s best _______________ were from 2 Work with another student. Talk about the French 1980 and 1988. FRENCH FASHION DESIGNERS fashion designers you know about. Do you like their clothes? Are they interesting people? Do they design 4 Put A with B and make good sentences. other things? A (a) Ready-to-wear shows are the most important because Activities while reading the book (b) Women could easily move in jersey clothes because (c) The French did not like the jersey suits and dresses Pages 1–13 because 1 Circle the right word(s). (d) A lot of women wanted the “New Look” because (a) Designers show their haute couture clothes in January (e) Some people did not like Christian Dior’s clothes and July/ March and August.
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