Year 12
Lesson 7
To top it off
Consolidation
Learning goals:
Keywords
Consolidation of syllabus vocabulary
and grammar from lessons 1–6
through the context and language of
the BBC video clip about different
purposes of hats
Video
garment (n), status (n), functional (adj),
ridiculous (adj), skull (n), fatal (adj) ,
shield (n), thermostat (n), portable (adj),
shelter (n), helmet (n)
Syllabus
Contents
Aims
Learning about the history, geography
and creation of a specific type of hat
through the medium of CLIL
Sporty, sophisticated, formal, informal,
fashionable
In the foreground
In the background
X look(s)
X seem(s)
On the left
On the right
suitable for, aware of, good at, popular
with, famous for, different from, proud of,
inspired by, take up, take it back, make
up, cut out, work out, hang up, cut off,
pick up
CLIL
iconic, isthmus, trade, construction, site,
weaving, blocking, ironing, make a living
Language Analysis
Watching and listening to identify, understand and interpret information
The video for this lesson involves watching and listening to some facts. For the video activities it is a
good idea to let students read the questions/prompts first before they watch the video. It is also
sometimes useful to ask students to guess the correct answers before they watch (if appropriate of
course). Students should also be told that they will watch the video two or three times so they don’t have
to feel stressed if they haven’t worked out all the answers during the first viewing.
The prefix thermIn this lesson students come across the word thermostat which refers to something that controls
temperature. Students might be interested to learn that the prefix therm- means heat. The word thermo
is derived from the Greek word thermos which means heat.
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide
Other everyday words/phrases that contain this prefix are:
thermometer: an instrument that measures levels of heat.
thermos flask: an insulated bottle that people use to keep things warm.
thermal garments: special garments that are designed to retain heat.
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide
Procedure
Lead-in
Key:
1 to top something off – finish something with a
final activity or detail.
2 garment – item of clothing
3 functional – useful
4 ridiculous – silly
5 skull – bone that protects the brain
6 fatal – causing death
7 shield – something that protects part of your
body
8 thermostat – something that controls
temperature
9 portable – easy to move or carry
10 shelter – place that protects you from the
weather
Ask students to look at the words. Explain that
they will hear them in the video clip. Tell students
to think about what they mean and then match
them with their definitions.
Extension: Go around the class and ask students
to say a sentence using a word from the list.
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide
Video Part 1
Video:
To stay on top of fashion you need to use your
head. Hats are signatures of personality, subtle
messages of status and garments of belief.
Whether they are functional or just plain
ridiculous, you are never fully dressed without a
hat.
The head is the casing of mission control. An
organ so vital it must be protected. Damage to the
skull could prove fatal so the helmet is employed
as a shield. A faithful companion in even the most
extreme activities. Sporting hats play many
important roles. Protecting the player and offering
him support. 70 % of body heat is actually lost
through the head. But a hat can serve as an
effective thermostat keeping us warm in winter
and cool in the sun. Hats are the portable shelters
that protect against all the elements.
Key:
1b2a3b4c5a
Tell students to watch Part 1 of the video clip and
choose the correct answers. Then ask them to
work in pairs and check their answers.
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide
Video Part 1
Video:
To stay on top of fashion you need to use your
head. Hats are signatures of personality, subtle
messages of status and garments of belief.
Whether they are functional or just plain
ridiculous, you are never fully dressed without a
hat.
The head is the casing of mission control. An
organ so vital it must be protected. Damage to the
skull could prove fatal so the helmet is employed
as a shield. A faithful companion in even the most
extreme activities. Sporting hats play many
important roles. Protecting the player and offering
him support. 70 % of body heat is actually lost
through the head. But a hat can serve as an
effective thermostat keeping us warm in winter
and cool in the sun. Hats are the portable shelters
that protect against all the elements.
Key:
1 garments
2 organ
3 fatal
4 helmet
5 head
6 warm, cool
7 shelters
Ask students to watch Part 1 of the video clip and
choose the correct answers. Then tell them to
work in pairs and check their answers.
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide
Video Part 2
Audio:
Tribal people don colourful and elaborate hats,
headwear that reveals the wealth and the status
of the wearer. In modern cultures too, hats often
hold the key to social standing. Shrouding their
owner in crowning glory. Hats are also worn as
badges of belief, designs dictated by religion.
Covering a head shows loyalty to a faith and
brings joy at festival time. The humble hat
completes a uniform at school or in industry
advertising the wearer’s trade and skills. And
when the work is done the hat becomes an object
of momentous celebration.
From caps to crowns the hat has long been the
peak of fashion. Perhaps the most famous is the
bowler. In over a hundred years this simple hat
has become a true British institution. Dignified
men were once never seen without a hat. And
even today the topper remains an essential
finishing touch for the distinguished gentlemen.
For fashionable women the hat symbolizes style
and sophistication. And at important social
gathering only the most flamboyant stay on top.
To keep ahead of style millaners strive to create
new designs. Drawing inspiration from worldwide
traditions and tastes. Every outfit begs to be
topped off with a hat. Fashionable, stylish or just
simply outrageous, there is a hat for every
occasion.
Ask students to watch Part 2 of the video clip and
choose True or False. Then tell them to work in
pairs and check their answers.
Key:
1T2F3T4T5F6F7T8F
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide
Video Part 2
Audio:
Tribal people don colourful and elaborate hats,
headwear that reveals the wealth and the status
of the wearer. In modern cultures too, hats often
hold the key to social standing. Shrouding their
owner in crowning glory. Hats are also worn as
badges of belief, designs dictated by religion.
Covering a head shows loyalty to a faith and
brings joy at festival time. The humble hat
completes a uniform at school or in industry
advertising the wearer’s trade and skills. And
when the work is done the hat becomes an object
of momentous celebration.
From caps to crowns the hat has long been the
peak of fashion. Perhaps the most famous is the
bowler. In over a hundred years this simple hat
has become a true British institution. Dignified
men were once never seen without a hat. And
even today the topper remains an essential
finishing touch for the distinguished gentlemen.
For fashionable women the hat symbolizes style
and sophistication. And at important social
gathering only the most flamboyant stay on top.
To keep ahead of style millaners strive to create
new designs. Drawing inspiration from worldwide
traditions and tastes. Every outfit begs to be
topped off with a hat. Fashionable, stylish or just
simply outrageous, there is a hat for every
occasion.
Tell students to watch Part 2 of the video clip and
choose the correct answers. Then tell them to
work in pairs and check their answers.
Key:
1 wealth
2 belief
3 bowler
4 men
5 world
6 outfit
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide
Follow-up 1
Key:
Picture of a golfer – golfer in baseball cap
Picture of man in flat cap – man in flat cap
Picture of coloured top hats – top hat
Profile of orange hat – orange hat
Picture of black feathery hat – black feathery hat
Picture of white glove hat – rubber glove hat
Tell students to look at the photos of hats. Ask
them to match them with the descriptions.
Then put students in pairs. Tell them to describe a
photo of a social event to their partner. Get them
to use the prompts to help them.
Extension: Choose some pairs to share their
descriptions with the class.
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide
Follow-up 2
Key:
1 suitable for
2 aware of
3 good at
4 popular with
5 famous for
6 different from
7 proud of
8 inspired by
Tell students to complete the sentences.
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide
Follow-up 3
Key:
1 take up
2 take it back
3 make up
4 cut out
5 work out
6 hang up
7 cut off
8 pick up
Tell students to complete the sentences with the
words from the box.
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide
Content and language consolidation
Key:
Where are Panama hats made? – Ecuador, in
South America.
Why is Panama such an important area for trade?
– Because it's the narrowest point in all of the
Americas.
What are Panama hats like? – Strong, lightweight
and light-coloured.
Who else was responsible for making Panama
hats popular? – President Theodore Roosevelt of
the USA.
What processes are involved in making Panama
hats? – Weaving and blocking.
When were they first called 'Panama' hats? – In
the mid-19th century.
What are Panama hats made of? – The leaves of
a type of grass.
Which groups of people helped to make Panama
hats popular? – Miners and construction workers.
Tell students to look at the pictures. Ask them if
they know what kind of hat it is and where it
comes from. Elicit some answers and then tell
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide
them to read and match the questions and
answers.
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide
Lead-out
Key:
Students’ own answers.
Put students in pairs. Tell them to ask and answer
questions about Panama hats.
Monitor and feed in ideas if necessary.
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide
Production
Key:
Students’ own answers.
This is a ‘free practice’ stage. The aim is
personalisation. Give out a copy of the Handout
and give students the following instructions:
Find out about another type of hat – what it is like,
where it comes from, how/why it became popular,
how it is made. Make notes under the headings
below, then write a short paragraph about it.
You may need to allow students access to the
library or internet to find out the required
information.
Extension: Choose some students to read their
paragraphs to the class.
Then hold a class discussion. Ask students:
Which type of hat would you like to wear?
Encourage students to give reasons for their
answers.
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide
Handout
Type of hat
What is it like?
Where does it come from?
How/why did it become popular?
How is it made?
© Young Digital Planet 2015 – Core Curriculum for English – Teacher’s Guide