Melis Erdemli Melis Erdemli

Clothes Lesson Plan
Elementary level

Description

In this lesson, students will learn about the vocabulary in the subject of clothes by guided speaking, kinaesthetic and writing activities. They will also focus on the pronunciation of the words which start with s- and sh-.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification in the context of clothes

Subsidiary Aims

  • To provide product with a writing practice of a worksheet in the context of clothes
  • To provide accuracy with a speaking practice in a conversation in the context of clothes

Procedure

Lead-in (3-4 minutes) • Welcoming and getting attention of the students.

The teacher will welcome and get the attention of the students by asking questions about the topic, using the picture on the introductory slide. "What do you see in the picture?" "What are these?" "Do you know any words to describe these?"

Vocabulary: Focus on Meaning (7-8 minutes) • To enable ss to learn the vocabulary and to engage ss with the meaning of lexis they are not familiar with

Engaging the students by showing the pictures of the clothes, encouraging them to listen and repeat and asking them concept checking questions when its necessary. Slide 2: "Do we wear this for work/free time?" Yes/No "Is it for women/men?" Yes/No Slide Three: "What is it?" "Is it for cold weather/hot weather?" Yes/No

Focus on Form (3-4 minutes) • To enable ss to understand the form of the vocabulary

- Focus on the form of some vocabulary which students might have difficulty with. - Use the board, write the form and underline the spelling which might challenge the students. Focus on the words such as "pyjamas", "high heels" "shoes" "socks""scarf" "shirt" "shorts" "swimsuit"

Focus on Pronunciation (3-4 minutes) • To engage students with the pronunciation of the vocabulary by drilling the language

-First,I will drill the language which they might have difficulty with. Especially the words which starts with or has s- or sh-, such as shoes, shirt, shorts, t-shirt, socks, swimsuit. Then, I will focus on the individual sounds in the words and write the phonetics. Later, I will drill the language again to check their understanding.

Controlled Practice: Meaning (3-4 minutes) • To enable ss to practice meaning of the vocabulary they learnt by completing an activity provided.

- Give the instructions of the activity. Ss need to match the words with the correct picture on the worksheet. This activity aims to check the understanding of the language so they will do this in pairs and check their answers in pairs. Then Ss will report back to the class individually.

Controlled Practice: Meaning (4-5 minutes) • To enable ss to practice meaning of the vocabulary they learnt by completing an activity provided.

Give the instructions of the kinaesthetic activity. Teacher will divide the class in two groups and stick the flash cards of hot and cold weather on the board. Later, ss will come to the board and they will stick the clothes under the correct weather condition which they are worn.

Controlled Practice: Form (4-5 minutes) • To enable ss to practice form of the vocabulary they learnt by completing a writing activity provided

Give the instructions for the activity. The students will work in pairs to complete this writing activity. They will first discuss the clothes they wear for hot weather and cold weather. Later, they will write down the lexis of clothes under the correct weather condition. The teacher will walk around the classroom to check the spelling and the parts that students having difficulty with. Ss will check their answers with the other pairs next to them.

Production of TL: Freer Practice (4-5 minutes) • To engage ss to use the vocabuary they learnt through the class by providing them a discussion topic.

Give the instructions. Show them the papers and state that they will discuss and note their ideas on the papers. First Ss will discuss the clothes they see around the classroom and write them down. "I see..." Later, ss will discuss their answers with another pair or different people from different groups. Ss will report back to the class.

Error Correction (3-4 minutes) • To allow ss to recognise some errors they made through the discussion and correct them.

After monitoring ss and taking notes of their errors, write on the board the good language and the errors they made during the discussion. Elicit the correct answers and use body language when its needed.

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