T shows a picture of children wearing different costumes. T elicits with guiding questions: “What can you see?” SS: “A party.” “Do you like these kinds of parties?” SS: “Yes / No.” “Are they wearing the same costume?” SS: “No.” T clarifies: “This kind of party is called a fancy-dress party.” T sets the context: “Today, we’re going to talk about fancy-dress parties.” T gives a task: “But first, I want you to discuss these questions in pairs and try to find something you have in common.”

T sets the context: “Today we’re going to learn more about these four people.” T says: “But first, we need to learn some new vocabulary.” T pre-teaches the expression “covered from head to toe” by showing pictures step by step: (Picture 1 – girl wearing light clothes) T asks: “Does she wear a lot of clothes?” SS: “No.” (Picture 2 – girl wearing extra clothes) T asks: “Now, does she wear many clothes or just a few?” SS: “A few / a little.” (Picture 3 – girl fully covered) T asks: “What about now? Is she covered from head to toe?” SS: “Yes, a lot / Yes, she’s covered from head to toe.”

T sets the context: “Now we have four friends. They are at a fancy-dress party.” T gives clear instructions: “Please read about them and answer the question. You have two minutes.” T checks instructions (ICQs): “Do you just read, or read and answer?” SS: “Read and answer.” “Do you work alone or in pairs?” SS: “Alone.” “How many minutes do you have?” SS: “Two minutes.”

T refers back to the context (Text). “Let’s read this part again slowly” T highlights the target language (underline on board/slide, gesture, intonation). “Look at this sentence: …” T gives a guided discovery task (gap-fill, matching, underlining, circling). “Complete the sentences: 1-‘’ Louisa usually .... a smart suit at work “ 2-” Tonight she’s .... a long white dress “ SS fill in the gap. T checks answers quickly. T shows answers on the screen 1-‘’ Louisa usually wears a smart suit at work “ 2-” Tonight she’s wearing a long white dress “

Sentence 1: “Louisa usually wears a smart suit at work.” Meaning: CCQ1: Is this something in the past, present, or future? → Present CCQ2: Is it generally true? → Yes Form: Subject + adverb of frequency + base verb (+s for he/she/it). Pronunciation: Highlight stress on usually and weak sound of wears a → /ˈjuːʒuəli weəz ə/ Sentence 2: “Tonight she’s wearing a long white dress.” Meaning: CCQ1: Does she wear this dress every day? → No CCQ2: Does she wear it in the past, now, or future? → Now Form: Subject + be (is) + verb-ing. Pronunciation: Contraction she’s → /ʃiːz/, dropping /g/ in wearing → /ˈweərɪn/.

T says: “Now let’s practice. Complete the sentences with the correct verb form.” “Work alone first, then check your answers with your partner.” “You have 3 minutes.” ICQs: “Do you write the whole sentence or just the verb?” → Just the verb. “Do you work alone or in pairs first?” → Alone. After time is up “Check your answers with your partner. Ready? Let’s check together.” (T shows key on slide and asks for answers.

(T says): “Now we’re going to talk about clothes. First, think about what you usually wear at work, at school, or on the weekend.” T models: “I usually wear a shirt at work because it’s cool and comfortable. I sometimes wear sunglasses at work because it’s sunny there. I don’t usually wear accessories because I don’t like them. At the weekend, I usually wear jeans and trainers because they are easy and simple.” ICQs: “Do I say only words or sentences?” (SS: Sentences) “One sentence or details?” (SS: Details) T sets communicative goal: “The most interesting clothes will win!” “Now, do the same in pairs. Tell your partner about what you usually wear at work, at school, or at the weekend. Give details.” (T monitors and encourages interesting answers.) Transition: “Great. Since we know what we normally wear at work or school, now we’re going to meet at a fancy-dress party.” T sets communicative goal: “Now get to know the people at the party and ask them what they are wearing.” Context check: “Do you think we wear normal clothes or special clothes at a party?” (SS: Special) T models with a strong student: T: “How are you, Heba? Are you enjoying the party? What are you wearing today?” If SS says: “I wear a long dress.” → T reformulates: “You mean ‘I’m wearing a long dress.’” ICQs: “Do we know anyone in the party?” (SS: No) “Do we wear normal clothes or special clothes?” (SS: Special) “Do we ask and answer in Present Simple or Present Continuous?” (SS: Present Continuous) “Do we ask only one person or a lot?” (SS: A lot) Activity starts. SS mingle, ask & answer in Present Continuous. T monitors and takes notes for delayed feedback.