T slowly reveals flashcards of previously covered clothing vocabulary and elicits the answers from Ss. T uses choral and individual drills to check pronunciation.

On two separate tables, using realia ask the Ss to group the clothing and objects into two groups i.e. cotton and wool. Once Ss have completed the task, ask the Ss to sit and elicit - using the realia - 'This is cotton/wool' with a few objects. Consolidate and concept check by eliciting 'Wool is warm' and 'Cotton is cool' by saying the sentence without the words 'warm' and 'cool' and through mime, elicit the appropriate response.

Ask a child to the front of the class. Get them to stand facing away from the T and give them either a piece of wool or cotton but not to look at it. Ask 'Is this/Are These wool or cotton?' Elicit 'It's/They're wool/cotton'. If needed - for scaffolding purposes - write the structures on the board so Ss can refer to them. Repeat with another S or two, divide the class into pairs and children repeat the procedure. Ss can switch roles.

Point to my own clothes and say 'Look. I've got a cotton shirt. / I've got a wool cardigan'. Bring Ss to the front of the class and demonstrate they will draw three of their own cotton clothes in one circle and three of their own woolen clothes in another. Ss sit down, T distributes handouts. Ss work individually and draw. T monitors. For feedback, Ss come to front of class and say 'I've got cotton trousers. I've got a wool jumper' etc. For scaffolding, T writes the appropriate structures on the whiteboard.

Demonstrate that Ss will listen and match the children to the clothes. Do the first one as an example. Distribute handouts. Play the CD (CD 2, Track 12). Pause after each answer to give the Ss time to match the children and clothes. Play once more in full to allow Ss to check. Check the answers by saying for example: 'The boy in number one says...' and elicit feedback.

T brings Ss to front of the class and demonstrates that we will write about our clothes. T does an example. Then to reinforce the idea that the S will write about their own clothes rather than the T, asks a stronger S to do one example. T distributes handouts and S work individually. For feedback, invite Ss to take turns to tell the class one of their sentences. Again, make sure that scaffolding is used if necessary.