Less is more: minimalist wardrobe

Megan | Jan 22, 2025Mar 28, 2025

LESSON OVERVIEW

The main objectives of this speaking lesson on clothes are to:

• watch a video about a minimalist (‘capsule’) wardrobe and discuss the concept;
• share clothing preferences and talk about personal style;
• do a role-play in which students have to help each other pack.

In this speaking lesson on clothes, students learn about a ‘capsule’ (minimalist) wardrobe. They watch a video about it, discuss reasons and rules for maintaining one, and share opinions. Students discuss their personal style, including preferences and favourite items. They look at situations and clothing options and say what they’d wear. Students also do a role-play task in which they help each other pack clothes for a trip!

WARM-UP AND ROLE-PLAY

This speaking lesson on clothes starts with a warm-up. Students think of their favourite or most-worn piece of clothing. They have to describe it, say where they got it, and explain why they like it. Next, students look at situations (e.g. a party, a first date). From different options, they choose and explain which item of clothing they’d wear (e.g. a leather jacket/a hoodie/a yellow raincoat/a denim jacket). After that, students read sentences about personal style (e.g. I don’t like graphics on t-shirts because they go out of style quickly). They say if any are true for them and add some details. After that, students do a role-play. On cards, students read about a trip that their partner is taking (e.g. weather, length of trip, luggage size). They ask questions about the trip and advise each other on what clothing items to pack.

VIDEO AND DISCUSSION

At this point in the speaking lesson on clothes, students watch a video about a minimalist wardrobe. Before watching, they say what they think it might be. Then, they watch the video and check their ideas. After that, students look at adjectives in boxes (e.g. brilliant, impractical, complicated). Using them, they comment on the rules for a minimalist wardrobe (e.g. using neutral tones, investing in high-quality pieces). Next, they read reasons for a minimalist wardrobe and rate them from 1 (most convincing) to 5 (least convincing) for you. There is also an extra task idea suggested in the Teacher’s Note. You can ask students to imagine that they are starting a minimalist wardrobe and give them questions to discuss (e.g. What research do you do? How do you decide what new clothes to buy?)

WORKSHEETS

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