Chapter 8: Appearance and Grooming

After practising the activities in this chapter, you should be able to:

1. Describe clothing and styles of dress.

2. Use adjectives, compound words and comparatives.

3. Understand articles on appearance and grooming.

4. Use vocabulary related to appearance and grooming.

5. Use adverbs of degree.

6. Use correct verb forms and formal or casual language in writing,

7. Know the difference between formal and casual speech.

8. Use descriptive language.

9. Understand media presentations.

10. Appreciate your own, and your friends appearance.

11. Be tactful when offering criticism.

12. Use prepositions.

13. Use appropriate adjectives and adjectival phrases.

Keywords

• appearance
• grooming
• clothing
• outfits
• fashion
• traditional
• design
• names of different items of clothing
• adjectives for colour and shape

Introduction

In this chapter, you will focus on different kinds, appearance and styles of clothing. You will read descriptions of outfits and match pictures to captions. You will also discuss and develop an understanding of what neat grooming is and why it is important. You will use adjectives and prepositions to describe the appearance of others and learn to offer constructive criticism. This means being helpful, and sensitive, in the way you give criticism to others.

Clothing and appearance

Is it important to care about what you wear and how you look? What are the names of different items of clothing and how do we describe clothing and styles? In this section, you will read descriptions of outfits and match pictures of clothing to their captions.

Notes/Hints

If possible, use the Internet to discover information on clothing and appearance.

Work on your own.

1. Study the pictures and read the descriptions of the clothing.

2. If possible, use a dictionary to find out the meanings of words you don’t know. Explain to each other the difference between a mini dress, a midi dress and maxi dress.

3. Read the descriptions to a partner and decide whether you would add more detail to them. For example, is more information needed about the shape, material, colour, or style?

Adjectives and compound words

Refer back to Chapter 6, and remind yourself about how to use adjectives and compound words.

Activity 8.2 Learn words for describing clothing

Work in groups.

1. Research the meanings of these words to describe different items of clothing.

pencil skirt flared skirt fitted loose flowing tight baggy

checked multi-coloured floral polka dots well-dressed elegant

velvet silk cotton rayon viscose polyester leather

denim belt jacket jumpsuit skinny jeans bootleg chinos

traditional dress gomesi kanzu

2. Make a word bank of clothing adjectives and nouns. Write the words in alphabetical order, with the meanings alongside each word.

3. Compare the pictures in Activity 8.1. Choose your own comparison word to complete the sentences. Use words such as higher, warmer, bigger, smaller, more comfortable, and smarter.

For example The black ankle boot is higher than the flip-flops.

a) The leather boots with strap and buckle are than the chunky work boots.

b) The navy sneakers are than the formal lace-up shoes.

e) The sweatpants are than the denim jeans.

The puffer jacket is than the body-hugging top.

The floral fashion dress is than the summer holiday dress.

The A-line skirt is than the button-up long skirt.

The bomber jacket is than the puffer jacket

h) The patterned trousers are than the denim jeans.

i) The cotton shorts are than the V-neck maxi dress.

4. Read the clothing descriptions and vocabulary in Activity 8.1 again. List all the compound words you have learnt so far. Add them to your clothing word bank. For examples: multi-coloured, jumpsuit and bootleg.

Activity 8.3 Write descriptions

Work on your own.

1. You need to create or find three examples of clothes. You can either draw your own clothing designs, or you can cut out pictures of outfits from fashion magazines or a newspaper.

2. Pretend you are the host or hostess at a fashion event and you must prepare what you will say as the models show off their outfits. Write a detailed description for your three pictures. Use adjectives, comparisons and compound words in your descriptions.

Make sure your descriptions include:

• the style, for example: classic, modern, funky, traditional
• the function of the clothing, for example sport, formal occasions,
• the colour, or colours
• the design of the fabric, for example polka dot cotton in bright colours
• the shape
• why the outfit looks good on the person wearing it.

Being well-groomed

What does it mean to be well-groomed? In this section, you will read about being well-groomed and form opinions about what you read. You will also read about the importance of being well- groomed, and learn words that describe this. You will find out what good and poor grooming is, and why it matters. You will use adverbs of degree, adjectives and compound words in your descriptions.

You will need:

library books about being well-groomed

advertisements for grooming products

access to a computer with the Internet.

Notes/Hints

If possible, use the Internet to discover information on being well-groomed.

Advice columns, letters and a media presentation

Have you ever read advice columns in newspapers, magazines or online? In this section, you will read an advice column and write a letter and a reply to the advice column. You will use verbs and descriptive language, and be sure to choose the correct formal or informal language in your letters. You will also listen to, or watch a media presentation about appearance and grooming, and discuss the impact that this presentation has on you.

Notes/Hints

If possible, use the Internet to search for online advice columns and media presentations.

2. Discuss these questions as a group.

a) What problem is mentioned in each advice column letter?

b) Does Zahara give good advice or not? Explain why you think so.

c) What advice would you give as a response to each letter?

d) Do you think the language used in the letters is formal or casual?

Explain your answer.

3. Find examples of advice columns online, in magazines, or in newspapers. Read them carefully. Use the questions from number 2 to respond to these letters.

Formal and casual language

When you speak or write, you either use formal or casual language. You have a choice of speaking in a formal or casual way, depending on the situation and who you are communicating with. You choose your vocabulary and grammar to suit the way you are speaking or writing.

You use formal language for writing letters to someone you do not know, such as, when applying for work or to a new school or when making a request or a complaint. Formal language is more serious than casual language.

For example:

It appears to be incorrect.

May I request that you respond as soon as possible?

We trust that you will give this your attention.

Casual language is the language you use with friends and family, and mostly, it is how you speak. Only if you are giving a speech, speaking at a formal meeting or talking to someone very important, are you likely to use formal language when speaking. The casual language uses contractions, such as I’m and we’re, and is more down-to-earth and relaxed. Casual language is used to write blogs on the Internet, and for notes or letters between friends. It is free and natural and may contain slang. For example:

• No man, that’s definitely wrong!
• Hurry up with your reply please!
• Are you dreaming? Come on, pay attention!

Activity 8.7 Compare formal and casual language

Work in pairs.

1. Compare the examples of formal and casual language in the examples page 133.

2. Write your own examples of five formal language and five casual language sentences.

3. Read them aloud, using suitable tone and expression.

Activity 8.8 Write letters to an advice column

Work in groups.

1. Plan and write an imaginary letter to an advice column. Your letter must seek advice on how to help a friend or family member who has very poor grooming habits. Follow these steps:

• Decide what the poor grooming habits are.
• Imagine how the poor grooming habits affect you and the rest of your family.
• Think about how this family member is treated at work or school.
• Plan to write at least two paragraphs.
• Use casual language.
• Include lots of adjectives to describe the situation.
• Be sure to use the correct verbs and tenses in your paragraphs.
• Remember the format of an informal letter. 

Activity 8.9 Write a reply from an advice column

Work in pairs.

1. Swap your letter to the advice column with your partner. You must have a letter that you have not read before.

2. Plan a more formal reply to the letter you read. Consider carefully:

What the best advice is to help the writer.

How to explain the advice in a kind and sensitive manner.

The clearest way to explain the basics of being well-groomed.

How you will show the writer the importance of good grooming.

What formal vocabulary and language you will use.

3. Imagine you work for a newspaper, magazine or online advice site. You give advice to all the people who write into the column. Write your reply to the person who wrote to the advice column. Use the format for an informal letter, but keep your language formal.

4. Allow a member of the class to read your reply. Ask them to suggest improvements. Correct any mistakes and rewrite your letter.

Activity 8.10 Listen to or watch a media presentation

Work in pairs.

1. Your teacher will play you a recorded media presentation about appearance and grooming. Listen or watch attentively.

2. Discuss and summarise the content of the presentation. Evaluate how well it was done by answering

these questions.

a) Did you understand the whole presentation? If not, what was the problem?

b) Was the language formal or casual? How well did this work?

c) Would you change the use of language? If so, how?

d) Could you summarise the main points easily?

e) Did you learn anything new? If so, explain what you learnt.

f) Was the presentation interesting? Did it hold your attention?

g) Did you notice any mistakes?

h) How do you think the presentation could have been improved?

Activity 8.11 Evaluate the presentation

Work in groups.

1. Discuss your answers to the questions in Activity 8.10.

2. Decide whether or not the presentation changed your ideas or opinions about appearance and grooming. Give a reason for your answer.

You and your friends

How do you give a friend advice that is sensitive and kind? How can you be critical, while also being helpful and tactful? In this section, you will learn to describe the appearance of others and to mention

what is good and what could be improved. You will use adjectives, adjectival phrases, and prepositions.

How to be tactful

Being tactful enables you to be honest and offer criticism while still being kind and sensitive. Often a tactless comment can be very hurtful. For example, imagine you have just come third in a race. You are excited and pleased with your result. You feel that you did extremely well. Your friend comes over to you and, instead of patting you on the back and congratulating you, says: “That was the slowest, dullest race I’ve seen in a long time. What happened?” How does this make you feel? Imagine if your friend had run to you, smiling and clapping his hands, hugging you and saying how well you did. Your friend may have found the race dull, but does it help him or anyone else for him to say so?

Here are some tips on how to be tactful.

• Always choose the best time and place to say what you want to say.
• Think very carefully about what you will say before you speak.
• Be careful that your tone of voice, gestures and facial expressions are tactful.
• Try to use positive language and ideas.
• Imagine you are the receiver of some criticism. How would you like someone to put this across to you

Activity 8.12 Learn to be tactful

Work in groups.

1. Decide which statements are tactful and which are tactless.

a) Thank you so much for inviting me for supper. I really appreciate it.

b) That supper was really tasteless.

Why do you always make the same mistakes when you sing?

d) I find it is helpful to practise the difficult parts of the song.

e) Have you found a new place to live yet?

How is your search for a new place to live going?

g) That new hairstyle looks lovely!

h) Your new hairstyle is really bad.

i) Have you tried this new deodorant? You can use mine.

j) You smell bad.

2. Think of five examples of being tactless and five examples of being tactful. Share these with another group.

Adjectival phrases

An adjectival phrase is a group of words that serves the same purpose as an adjective. For example:

The long white dress was perfect for the occasion.

The black satin jacket made him look very smart.

She wore very expensive shoes.

Prepositions in phrases

There are some prepositions that we often used in phrases. For example:

• Around the world, people take care with their appearances.
• According to this advice column, we should brush and floss more than twice a day.
• Throughout Africa, hairstyles are a very important part of being well-groomed

Some other prepositions you can use in phrases are before, after, like, through and to.

Activity 8.13 Be tactful when describing appearances

Work in pairs.

1. You are going to assess the appearance and grooming of another pair. Remember what you already know about being sensitive and tactful so that nobody’s feelings are hurt. Refer back to Chapter 6 to remind about how to use prepositions and adjectives.

2. Work with another pair. Observe their appearances and notice how well-roomed they are. Po not share your observations with anyone yet.

3. Share with your partner what you observed about the other pair’s appearances and grooming when you got together with them. Mention what you think is good and what could be improved. Be kind, even when you are just discussing this between the two of you. Use adjectives, adjectival phrases and prepositions in your descriptions, to make them as realistic as possible.

4. Write a description of the pair you observed. Add more adjectives, adjectival phrases and prepositions to your descriptions if you can. Remember to include as many positive points as possible.

5. Before you let anyone else read your description, carefully check that you have been tactful. Did you:

• think carefully about what you would say before you wrote it down?
• try to use positive language and ideas?
• imagine you were the receiver of the criticism? How would you someone to put this across to you like

6. Choose the best time and place to present your description to the other pair. Be aware of your tone of voice, gestures and facial expressions. Listen carefully to any questions and respond politely. Calmly discuss anything they disagree with.

7. When it is your turn, listen carefully to the description that the other pair presents to you. If you disagree with anything, respond and explain politely and in a calm way. Remember that this is only an activity in being tactful make sure you don’t let it spoil any relationships or friendships.