What do you wear in autumn in Saga? Mornings are cool and afternoons are warm - what do you do?" Students talk with a partner for one minute. Take 3-4 answers. Say: "In Saga, many people wear layers. Today we look at autumn style in the USA and Scotland."

For each word: (1) show the picture, (2) say the word, students repeat twice (choral drilling means saying it together as a class), (3) give the simple meaning and do the action together, (4) ask the yes/no CCQs, (5) write the word on the board. Order: layer, tartan, tweed, wool, cozy, knit.

Show the four item slides (USA 1 and 2, Scotland 1 and 2). For each item: say the name (students repeat), read the short description, and ask one yes/no question (for example: "Is a flannel shirt made of wool?" (No - cotton) "Is a Fair Isle sweater knit?" (Yes) "Do people wear wellies in the rain?" (Yes)). Add a short fact from the slide notes if you wish. Then show the "How to layer" slide: base layer (shirt), middle layer (knit sweater or flannel), outer layer (jacket or coat); add a scarf or hat.

Controlled Practice 1 - Worksheet Parts A to C** | Students match the words (Part A), fill in the blanks (Part B), and sort the 12 items into USA and Scotland (Part C). They work alone, then check with a partner. Check answers as a class

Pairs. Student A takes the top half of the card sheet and chooses ONE outfit. Student B takes the bottom half. A describes the outfit ("She is wearing a green tweed jacket. It is made of wool.") and B draws it in Part D without seeing the card. Then they swap. Finally, they compare the drawings with the cards.

Teams of four design an autumn look: three layers, one American item, one Scottish item (6 minutes). They draw it on the big paper and complete the script in Part E (the model is wearing ..., it is made of ..., it is cozy and perfect for ..., we like it because ...). Then each team presents (about 1 minute per team, 5 minutes total). Ask the other teams to give one compliment each ("I like the colors.").

Delayed error correction means correcting mistakes after the activity, not during it. Write 2-3 common mistakes you heard on the board (for example "She wearing a jacket") without names, and ask the class to correct them. Review the six words.