Adam Bejsovec Adam Bejsovec

Unit 1a/b
Intermediate; B1.2 level


This is the first lesson of the course with a new group of learners. We'll start with a brief get to know each other activity to break the ice and learn each other's names, to quickly move on on the topic of fashion, revising present tenses on our way.


Abc a ball or a soft toy
Abc split crossword
Abc IWB flipchart
Abc Solutions Intermediate SB
Abc Solutions Intermediate WB
Abc set of pictures
Abc Solutions Intermediate TB

Main Aims

  • To provide fluency speaking practice in a conversation in the context of fashion and clothes

Subsidiary Aims

  • To provide review and practice of adjectives describing appearance in the context of fashion and clothes
  • To provide review and practice of present tenses in the context of talking about the present and future


Ice-breaker & Lead in (4-6 minutes) • to get to know each other's names and to introduce the topic of fashion

- think of all items of clothing starting with the same letter as your first name e.g. Adam - anorak - brainstorm individually - feel free to use dictionary - present the items one by one - Adam - an anorak; Gulmira - gloves etc. - then test each other using a ball - throw the ball to somebody but before that say their name and the items of clothing

Learner training - paraphrasing (2-3 minutes) • to introduce some communicative strategies

-elicit what we do when we don't know a word in English (paraphrase, use gestures, use synonyms/antonyms etc.) -try it out with a few (gloves; hat; jeans) -elicit why it's important to know and use this strategy

Test 1 (9-12 minutes) • to test the learners' current knowledge of items from the lexical field 'clothes'

- use split crossword - to introduce the activity, model it using the IWB & 'hot seat' game (one learner sits with his/her back to the board, the rest explain) - monitor and note down both accurate & inaccurate language - delayed error correction

Test 2 & teaching (4-5 minutes) • to find out what adjectives to describe outfits learners know and to introduce a few new ones

- show a photo from a fashion show - first elicit the items of clothing the people are wearing to provide another opportunity to recycle the target lexis and then elicit adjectives to go with these nouns - introduce a couple of new ones using the book list as a basis + add any other relevant and emergent language

Teaching & Restricted Practice (8-10 minutes) • to introduce the concept of compound adjectives in the context of appearance & to provide learners with controlled practice of creating compound adjectives and order of adjectives in a sentence

-elicit what a compound noun is and a few examples -have them do ex.1-3 on page 128; monitor; peer-check -put a noun (item of clothing on the board) and elicit adjectives that describe it -ask them to order these; provide a few more examples and try to guide them to discover the rule -individually practise on p.108 -feedback; wrap up by having them re-iterate the rule (but highlight it rarely happens that a noun would be modified by more than two adjectives in the real life)

Learner training - vague language (3-5 minutes) • to introduce/revise some vague language used to describe appearance

-link to the previous learner training -what do we do when we can't express things exactly the way we do? use an example (consider relating this to L1) -elicit some expressions & have them look at the ones on p.4 -brief PW - describing items that are difficult to describe

Semi-controlled practice (info gap) (18-20 minutes) • to provide the learners with oral, fluency-based practice of the target language in a mingling activity

-each learner gets a picture with many people in it -the pictures are the same -only different people are labelled (their names) -the task it to describe what they are wearing and thus figure out what their names are -mingle and talk to as many people as possible -you need to use at least three sentences before the other person guesses -ICQs -monitor & take notes -delayed error correction and work on language

Grammar focus (8-10 minutes) • to make learners notice grammar and to contrast the use of present tenses for different reasons

-link to the delayed feedback from the previous activity -elicit the grammar which was used - focus on tenses -consider what's used for what - elicit examples and rules (incl. state & dynamic verbs) -use ex.3 on page 5 to complete it (if anything was omitted) -have them do ex.4 as means of controlled practice

Flexistage (4-6 minutes) • to provide additional controlled practice of the target grammar

-have them individually do one or more exercises from p.108 & 109, depending on time and their existent knowledge

Flexistage (info gap) (6-8 minutes) • to provide further semi-controlled practice of the TL (grammar & lexis)

-handouts from the TB - find 10 differences -elicit the instructions -monitor -feedback

Course overview & Getting to know the book + intro to PET (8-10 minutes) • to familiarize the learners with the course & course book structure

-briefly describe the course -highlight the structure of the book -mention testing and assessment -introduce PET and try to sell the idea from this early stage -introduce tutorials -leave some time for Q&As, comments and find out what their vision of the lessons is

Homework & Learner training (hw) (2-3 minutes) • to provide additional opportunities to practise the TL outside the classroom

-in your WB you always do the relevant pages e.g. today we covered 1A&B so what you need to do in the WB? 1A&B (p.4&5) -we'll be checking something but not everything; if you have questions - ask

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