Berna Berna



In this lesson ss will practice saying what clothes they've got through various games and controlled speaking practices.


Abc Ipod
Abc Realia
Abc Ipod
Abc Blu tack
Abc Board marker
Abc Colored pencils
Abc Footprints 1 Activity Book
Abc Footprints 1 flashcards
Abc Footprints 1 Pupil's Book
Abc White Board
Abc Teacher made cards
Abc Bingo cards
Abc Enlarged Bingo Card
Abc Footprints 1 Activity book HO
Abc Footprints 1 AB enlarged HO
Abc T-prepared HO
Abc Colored papers
Abc Speech bubbles
Abc Hat

Main Aims

  • By the end of the lesson, ss will have practiced saying what clothes they've got.

Subsidiary Aims

  • To practise aural recognition.
  • To provide revision of previously covered vocabulary


Lead in (5-10 minutes) • To set the context to raise interest and revise the previously learnt vocabulary

T greets the ss and asks the ss how they are feeling. Then T takes out the clothes flashcards and puts on the floor. T also asks the ss what the cards are while putting them on the floor. Then T demos the activity. T says -We’ll play twister. ( and waits for a second to see if any of the ss know the game. If yes, T demos the activity with that s. If no, T demos the activity herself. ) T points to her knee and elicits the answer. Then T points out to her head and elicits the answer. T says - I’ll say “Put your knee on a “ T-shirt”. Put your head on “shoes”.” T does the first one and chooses one student to demo again. T asks the s -Put your knee on a “dress”. Put your head on “gloves”. Then T praises the s and asks for another volunteer. T says -Put your knee on a “shirt”. Put your head on “socks”. T praises the s and asks for another volunteer but this time T also chooses another s to be the T. T encourages the “teacher” s to use the whole sentence structure and puts a piece of card with the target structure on the board. T repeats the activity until all the ss become either a T or a s. T praises all the ss at the end.

Presentation/ Controlled practice 1 (5-10 minutes) • To introduce and practice the new structure

T takes “Put your knee/head on ……” cards and sticks a new piece of paper with the target language ( I've got a ...../ I've got .......) on but covered. T shows the ss plane tickets and her suitcase saying -I’m going on a holiday! This is my bag. Shall we look inside and see what I have got. T starts taking out some clothes one by one saying -I've got a ..... (T waits for the ss to tell the word) T-shirt . Then T points out to the color and says -I've got a blue T-shirt. T uncovers the piece of paper showing the target language to scaffold. Then T nominates the ss to come and choose an item and encourages the ss to say "I've got ....." T repeats the activity until all the items are finished. T praises the ss frequently.

Controlled practice 2 (2-4 minutes) • To get ss to consolidate and use what they’ve learnt in the provided context with a controlled activity

T sticks an enlarged bingo card on the board and shows the ss a hat with flashccards in it. T says -We're going to play bingo. T demos the actvity. T closes her eyes and takes out one flashcard and says - I've got shorts. Then T finds the "shorts" from the bingo card and crosses out with a board marker. Then T asks another s to pick a card from the hat. T encourages the s to form a sentence "I've got ...." T volunteers another s to cross out the Picture. T repeats the this process until all the pictures are crossed out ( T prepares a bingo card with only 4 pictures) and then T says "Bingo" and puts her hand up. Then T says -Now we'll play together. Are you ready? First T asks for a volunteer to be the teacher's helper and chooses one. Then T asks ss to get their pencils and hands in the bingo cards. Teacher's helper takes out a flashcard from the hat and says "I've got a ...." T scaffolds the activity. ( T points out to the TL card on the board and praises the s each time)

Controlled practice 3 (2-4 minutes) • To give ss the chance to practice and excel in the TL

T sticks an enlarged copy of the workbook activity and takes some colored pencils. T demos the activity. T read what Katie says - "I've got a purple skirt" T takes a purple colored pencil and colors. Then T points out to the rest of the sentence ".. a yellow t-shirt" T takes a blue colored pencil and pretends coloring. T asks ICQ- -Is this color right? NO -Do you read and color OR just color? READ and COLOR - Now it's your turn to do the same thing. Read and color. T gives out the handouts and monitors the ss. T puts some background music. T provides extra materials for the early finishers.

Controlled practice 4 (2-4 minutes) • To give ss a chance to recall what they’ve learnt and check their understandings

T asks ss to make a circle with their chairs. T demos the activity. T stands in the middle of the circle and says - I've got black socks ( showing her socks) Then asks " WHO has got black socks? If you have black socks, stand up. When the ss stand up, T tells the ss to swap chairs and T also tries sitting down but walks very slowly ( for the first demo) so that T stands in the middle again. T says "I've got gloves." and looks at the ss to see if there are any ss. If not, T takes out a Picture of a house and says - I've got gloves but at home. - Have you got gloves at home? (YES) If so, stand up and change chairs. THen T chooses a strong s to demo again. ICQ- - Can you sit down all the time? ( NO) - If you have the same clothes, do you change chairs? (YES) T repears the act until all the ss have a chance to go. T praises the ss all the time. T uses the behavioural chart at the end of the acivity.

Controlled practice 5 (3-8 minutes) • To provide ss with a productive activity allowing ss to personalize the context

T sticks a large paper on the board and asks - Draw yourself ( T draws a very simple stick man) and your clothes. T draws a quick T-shirt and a skirt on the stick girl. Then T writes "I've got a red T-shirt and black skirt" on the speech bubble. Then T hands in the ss' papers and monitors the ss. T puts some background music. T asks questions to the ss while monitoring. If time allows, some ss might show their pictrues and read their sentences. If not, ss stick the papers on the walls.

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