The humble hoodie

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  • B2
  • C1
  • Design & Art
  • General

Vocabulary - adjectives

the history of the hoodie


In this lesson about the (surprisingly long) history of the hoodie, your students will discover the origins of this iconic garment and learn several adjectives for talking about clothes. They will also work with a video and complete an infographic.

B2 / Upper Intermediate
C1 / Advanced
60 minStandard LessonPremium Plan


The lesson starts with a warm-up reading task in which students read about the origins of three well-known pieces of clothing. In this task, they need to match texts to correct garments. This way they get introduced into the lesson topic and learn some interesting facts. Next, students go to ex. 3 where they study ten adjectives for talking about clothes (incl. basic, timeless, utilitarian, casual, etc.). The activity is all about matching definitions, whereas in the following tasks your students will have a chance to use those words to describe some of the iconic garments from the warm-up task. 


In the next exercise, students will focus on talking about hoodies – who likes them, who wears them and what their pros and cons are. The last question about the history of hoodies is a lead-in to the video so you might let them speculate on how old this type of clothing is and then discover the answer by watching the video. 

Next, there are two listening comprehension tasks. In the first one, students watch the video and only focus on getting the gist and listening for the adjectives for talking about clothes that they’ve learnt at the beginning of the lesson. Then, they watch the video again, but this time they need to listen for specific information. For this task, we’ve created an infographic with missing information. Let your students go through the infographic before watching the video and speculate what might fit in the gaps. In the e-lesson plan, this task is split into two parts for practical reasons. Once you’ve watched the video again with your students, move on to the discussion part. In that section, students read some quotes from the video and discuss them (in small groups or pairs).


Finally, there’s an optional homework task (it’s only visible in the TV file and in the e-lesson plan is set to be skipped when presenting). In this exercise, once again we go back to the reading warm-up task from the beginning of the lesson. Your students’ job will be to pick one of the iconic pieces of clothing, do research about their origins and prepare a short presentation.



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  1. Dennis

    I like the lesson but I have a critique. On slide 9 “Have you got a hoodie?”

    Since we are teaching this to people who aren’t native speakers, should we teach slang? Britain and America have fully embraced “have you got” and use it regularly, even in schools. But in this instance shouldn’t we be teaching “Do you have…?” Especially to a B2/C1 group?

    Thanks in advance


    1. Stan

      Dennis, I’m not sure if I follow you. ‘Have you got XYZ?’ is a proper question (more common in BrE, of course) and I wouldn’t call it ‘slang’. Sure, you might replace this with a more universal (formal?) ‘Do you have..?’ but I don’t see a reason why we shouldn’t teach using ‘have you got..’, especially to B2/C1 students. They should know that you can create such a question.


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