selin selin

TP 5
Beginners level


In this lesson, Ss learn new vocabulary about clothes and colours through a range of controlled speaking and listening practices. The T sets the context with a WC discussion “do you like buying clothes?” and then they start looking at the pictures on the hand-out and discuss what they see, which is kind of a test teach test, to see how much they know about the TL and after that they try to match the words with correct numbers. Then there is a controlled speaking activity about colours and they practice the new vocabulary (clothes) with colours asking “what colour is Monica’s skirt?” Finally there is a listening activity; first they listen and put people’s names in the order they hear them and then for the second time they listen for specific information, to find out what does each person never wear.


Abc Clothes & Colours hand-out
Abc clothes flash cards

Main Aims

  • To provide clarification, review and practice of the new vocabulary(clothes &colours) in the context of shopping,

Subsidiary Aims

  • To provide listening practice for gist and specific information. Speaking for accuracy.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students by starting a discussion about shopping and buying clothes.

T enters the classroom and asks Ss if they like shopping and buying clothes and then elicits their answers on the WB.

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

Ss are given 4 different photos and they are going to match the clothes to the numbers that are pointed in each piece of clothing. If I realise that they don't really know any of them, I will convey the meaning of each word and then I will ask them to match the words. After they finish, FB will be given and they will match the words next to the pictures on the WB. Finally drilling the new vocabulary.

S-S speaking activity (4-5 minutes) • To provide an opportunity to practice target productive skills

This task is a kind of peer check but actually they will be doing speaking practice for the TL. Ss work in pairs, ask each other what is the answer for each number. e.g"what's number 1" "It's a shirt"... I will be monitoring them and if I spot an error, I will give a delayed error correction when they finish discussing.

New Vocabulary-Colours (5-9 minutes) • To provide a vocabulary for colours

Ss will be given a handout that each colour is written in the colour they are. After drilling I will be asking CCQs such as "what colour are my shoes?", "what colour is ...'s shirt"

Speaking for accuracy (5-6 minutes) • To allow students to report on how they did the task and how it went

Ss will be speaking for accuracy using the TL asking each other questions about what colour people in the pictures wearing. So it is a controlled practice that Ss use the TL and practice for accuracy. T will be monitoring while they talk in pairs and gives a delayed FB when they finish.

Listening for gist & specific information (6-8 minutes) • To practice the TL by listening for gist and specific information

At first Ss listen for gist and put the people in the order they hear them. FB will be given after that and then they will listen it again for specific information that they will try to find out what does each person never wear. FB will be given and if the majority could not find the correct answers they will listen it again.

Language Practice (4-5 minutes) • To provide fluency practice of the TL

This is an optional practice so I will be doing it if we have time. Ss will be discussing in groups of 3 about which clothes they usually,sometimes and never wear. It will be a good practice of the TL after they have done various receptive and productive skills activities. Error correction if there is still time.

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