Ahmad Abutalib Ahmad Abutalib

TP7 Vocabulary - Clothes
Elementary level


The class students are mainly young and middle-aged adults from early twenties to late thirties. Arabic is their native language and they come from different backgrounds. Some of the students are already working and need to improve their English level in order to improve their career, and others are still undergraduate students seeking academic improvement. The overall language level is elementary A2. When it comes to their learning preferences, they are a mixture of auditory and visual students. The Ss Ramadan and Menna Khaled are the strongest in the class.


No materials added to this plan yet.

Main Aims

  • To provide clarification of clothes lexis in the context of how important clothes are to some people.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of clothes


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

1 Focus Ss on one question in the first slide: - What do you need to buy? tell your classmate 3 things. 2 Model and drill the question. 3 Elicit an answer from a student/Ss and recognise it as a model. 4 in breakout rooms, students ask/answer the question (2 mins) 5 Elicit Ss answers to the question asking each student to talk about what his classmate needs to buy.

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

1 Show Ss VAs of the TL lexis (clothes vocabulary). 2 Ask Ss to match each piece clothes with its correct word. 3 Model one or two answers. 4 Ask Ss to compare their answers in breakout rooms and pair-teach when needed. 5 Monitor Ss inside breakout rooms in order to identify their language needs.

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

1 Show Ss VAs of the lexis they are not familiar with. 2 Elicit the piece of clothes present in each VA. 3 Concept-check the meaning when needed. 4 Drill pronunciation and highlight stressed syllables. 5 Show the form of each word on the screen and elicit that all the pieces of clothes' lexis are nouns.

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

1 Show Ss 3 pictures of people describing what they are wearing with their clothes words replaced with gaps that Ss have to fill. 2 Model 1 point in the exercise with a student/Ss. 3 Ask the Ss to fill the gaps alone (4 mins). 4 Ask the Ss to check their answers in pairs (3 minutes). 5 Praise the good answers and elicit correction for the wrong ones. 6 show the Ss the answer key and give them enough time to review their answers.

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

1 Show the Ss a set of conversation questions about clothes. 2 Ask a question/(s) to one/some of the Ss as a model. 3 Highlight the aim of the task (fluency: speak with confidence about yourself and your life). 4 Encourage the Ss to say more (long answers). 5 Use the KISS technique giving instructions and use ICQs if needed. 6 monitor the Ss' conversations in the breakout rooms 7 provide help when needed 8 Take notes of what the Ss say correct and wrong. 9 In the last stage, do content feedback asking Ss about their classmates. Then, provide Ss with praise and motivation on what they made right, elicit corrections for the mistakes they made.

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