Nothing strange about a younger learners book introducing clothes vocabulary. Curiously, however, when personalising the activities and playing games withthe clothes they were actually wearing I had to introduce a whole new lexical set: tracksuit, uniform, trainers etc. Nothing wrong with that but it is interesting how irrelevant textbook material can be to real life … or vica versa.
Twenty years since Lewis proposed a more lexical approach based largely on findings from what was then recent field of computer based Corpus research. Suddenly it seemed impossible to distinguish grammar from vocabulary; everything became a chunk of language. Twenty years on, text books and possibly teachers still pay lip service to the concept but it nevery fully brought in radical changes in the way it initially urged.
It may just be that it takes that long or even longer for academic thinking to seep down to the chalk face. That is one of the ideas in this Guardian article on why the lexical approach has never been as influential as perhaps it should. The same probably applies to effective use of IT in teaching: despite all the initial enthusiasm, the reality at the chalkface or even the IWBface is that really creative use may take longer than expected.
The author of the Guardian article above has a blog http://leoxicon.blogspot.co.uk/ which is a great resource site for ideas on exploring lexis in class. The TOOLS section has an extensive list of very useful links for vocabulary and corpus information on the web. Some of them you will know and others perhaps not, but great having them all in just one place.