Enjy Fayek Enjy Fayek

Lesson plan TP7
Elementary A2 level


In this lesson student will learn about the clothes of the winter, knowing new vocab and adjectives that come with it. the lesson starts with a short clip that shows boiling water turning into snow in Serbia. This is followed by a lead-in conversation. After that students will have some activities and games. Finally there will be a speaking activity controlled and freer.


Abc Blu Tack
Abc handouts.
Abc Music from YouTube.
Abc printed pictures
Abc Pictures on the projector.
Abc YouTube videos
Abc realia
Abc pieces of paper with words written on them.

Main Aims

  • To provide practice of the vocabulary in the context of winter clothes.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of shopping.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The lesson starts with a short one-minute-clip that shows boiling water turning into snow in the temperature of-41 to get students interested and engaged to the topic of cold weather and clothes of winter. After that I will ask them few questions to get familiarize them with the topic. Example, would you like to live there?, Do you like summer better or winter?why? why not?

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

I will set a simple task just to know the students' prior knowledge of the target language by giving them pieces of paper that have the vocab of some winter clothes such as: a sweater, trousers, shoes,a shirt, a jacket, jeans, a tie and high heels. Then I will ask them to go see the pictures and take the pictures that matches the word they have. The one who gets his word and picture together, I will ask him to post it on the board.

Teach (15-20 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Correct any errors that happened with the matching game. Then drill these words. After that I will show them other pictures on the projector and elicit the vocab. If they did not know a word, I will tell them, then drill it ,and finally post the picture and the word on the board. I will also teach them some adjectives that come with clothes, for example, heavy vs light, bright color vs dark color, loose vs tight, size: small, medium, large, and x-large which they will probably know and will not take much time. This will be followed by a game to test their knowledge of the new words. The bingo game includes dividing them in two teams and giving each team two marker pens. Give each team 16 pictures to post on the wall in the order they want to form a table of 4 rows and 4 columns, and then each team chooses a picture to mark on. The team who gets 4 straight lines marked on wins, whether horizontal, diagonal or vertical. And this game depends on my timing, so if I do not have much time. I will cancel it and replace it with another activity, where I ask 2 ss to stand in front of the board where the pictures are posted, but make sure I remove the words and give them and give them to the rest of the class, and then student by student say a word of the clothes, and the faster students in front of the board hit the word. After that they hand the fly swat to other two students and so on.

Test #2 (8-10 minutes) • Check students' use of the target language again and compare with the first test

This stage is teaching them the conversation that happens in a shop, the phrases we need to do shopping. I will give them cards a&b for each student in the pair. I will demonstrate how the conversation goes with another student. After that I will give them some time to practice the controlled speaking practice. That is if I have enough time to run such exercise. If not I will cancel this speaking activity.

Free practice (13-15 minutes) • To provide students with free practice of the target language

This stage depends on what I taught the students based on my timing. If I taught them the conversation inside the shop. Then this activity will be a role-play, where a students work in pairs, one of them is a buyer and the other is the seller. If I did not go through this part f the lesson. I will ask them to work in groups and describe the clothes of another member of the team discussing the type of his clothes, the name of clothes items and colors.

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