Name: Omar El-Hosary Date
TP Focus: Vocabulary Level Pre-intermediate – B1
TP No. 3 Duration 45 minutes
Main Lesson Aim:
Ls will be able to understand and use the following lexical items related to “clothing items”
(Clogs (n.) – Singlet (n.) – Wellingtons (n.) – Apron (n.) – Earmuffs (n.) – Mittens (n.) – Waistcoat (n.) – Moccasins (n.)
Subsidiary Lesson Aim
Ls will have developed their speaking skills in the lead-in and the freer practice.
Personal Aims
• Make sure to follow the right order of the CECDW
• Make sure to make a student-centered lead-in
• Make sure to monitor the ss
• Make sure to allocate proper time and meet the 45 minutes
• Make sure to provide content and language feedback
Anticipated Problems and Solutions (Students, Materials, Language ...)
P: Pc won’t work
S: Use my laptop
P: might have odd number of ss
S: use group work
Materials
• Pearson, Big Teens, Pre-Intermediate, Unit 7, Page (24), “Clothing Items”
• White Board – colored Markers – Laptop – (2) Handouts – (1) PPT
Language Analysis Sheet | Vocabulary
Word/Phrase Meaning Context CCQS Anticipated Problems & Solutions
(Transcription and Syllables) (dictionary) (Easy & Suitable) (in terms of meaning, pronunciation, and form)
a pair of small pieces Where do you think we P: Ss might pronounce it /airmuffs/ not
of material like fur wear this? (winter) /earmuffs/
worn over the ears Have you ever tried them?
Earmuffs /ˈɪə.mʌfs/ (n.) with a strap that goes S: Highlight that in the drilling part
over the head to keep
them on
a soft leather shoe What special about this P: ss might stress the 2nd syllable, also might
that you slide onto shoe? (stitches) spell the word wrongly
Moccasins /ˈmɒk.ə.sɪn/ your foot and do not Is it usually for boys/girls?
(n.) fasten, that has (boys) S: highlight the correct stress and drill it
stitches around the many times, and cut the words
top at the front
a type of shoe made Does it make a loud No Problems
of wood, or with the sound? (Yes)
Clogs /klɒɡ/ (n.) top part made of Do people still wear
leather and the them? (not really)
bottom part of wood
Wellingtons /ˈwel.ɪŋ.tən/ a waterproof boot that What is special about it? P: ss might pronounce the /g/ sound while
(n.) covers the foot and (reaches the knee) it’s silent
lower part of the leg,
usually reaching S: highlight that when drilling
almost up to the knee
Mittens /ˈmɪt.ən/ (n.) a type of glove with a How many parts? (2) No problems
single part for all the Is it the same like normal
fingers and a separate gloves (no, it has 2 parts
part for the thumb only)
Cardigan /ˈkɑː.dɪ.ɡən/ (n.) a piece of clothing, What makes it special (has P: ss might put the stress on the 2nd syllable
usually made from buttons in the front)
wool, that covers the Is it a winter or summer S: highlight the correct stress and drill it a
upper part of the body cloth? (winter) lot
and the arms,
fastening at the front
with buttons, and
usually worn over
other clothes
Singlet /ˈsɪŋ.ɡlət/ (n.) a piece of clothing What is it used for? No problems
without sleeves that is (Sports)
worn on the top part Would you like to try it
of the body under on? why? why not?
clothes, or for playing
particular sports
Apron /ˈeɪ.prən/ (n.) a piece of clothing What is it used for? P: ss might pronounce it with long vowel
worn over the front of (cooking/cleaning) sound /ɔː/ instead of /ə/
other clothes to keep Who else can wear it?
them clean when (chef/barber..) S: make sure to highlight the correct vowel
doing a dirty or sound
messy job, especially
cooking
Waistcoat /ˈweɪs.kəʊt/ (n.) a piece of clothing When do we usually wear P: ss might pronounce the /t/ sound while
that covers the upper it? (Special/formal it’s silent
body but not the arms occasions)
and usually has Over or under the shirt? S: highlight that it’s silent
buttons down the (Over the shirt)
front, worn over a
shirt
Framework: TTT
Stage Aim IP Time Procedure
(What?) (Why?) (How?)
Lead-in To generate Ss' interest in the 3-5 1. T greets and compliments the ss about their outfits
lesson 2. T asks the ss whether they like (online/offline shopping)
Plenary
Dialogue 3. T asks the ss whether they like (winter/summer clothes)
4. T reacts to the ss answers and shares his preference
whenever appropriate
Context setting To introduce Ss to the topic of Plenary - 1. T asks the ss to guess the topic and tries to elicit the word
the lesson Dialogue
(clothing items)
1st Test To test Ss’ knowledge of the TL T-ss 7 1. T shows the ss and chest the handout of test 1
(diagnos:c task)
T-ss 2. T lists the instructions or lets the ss guess the task
a. Here guys we have 12 pictures of different
clothing items and 12 words, what do you think
where going to do? (Matching)
3. T asks the ss to do it alone for 4 minutes
4. T reassures the ss if they have any mistakes, they move on
it’s not a real test
S 5. T monitors the individual work
S-s 6. T puts the ss in pairs in 2 minutes to check to get feedback
7. T monitors the pair work to get feedback
Ss-T 8. T listens to the ss answers to get feedback and never give up
any answers now
T-Ss 9. T says: “it’s okay if you don’t answer everything, let’s learn
them now”
Teach To clarify aspects of the TL that 10-15 T starts the covering the meaning, pronunciation and form
Ss don't know/aren't familiar using the CECDW for only challenging words that he noticed
with in terms of meaning from the 1st test
pronuncia:on and form
• Context:
Plenary • Elicit: what can you see here? (T to elicit the word
dialogue (earmuffs) and involves the ss, but not necessarily wait for
answers)
• CCQ: Is it a winter/summer cloth? (winter)
• Drill: T drills the words following the drilling patterns
(modeling, class, group, individual)
• Written form: Earmuffs /ˈɪə.mʌfs/ (n.) T records the word
on the board and highlights the stress and the part of
speech
• Context:
Plenary • Elicit: What can you see here? What is the material?
dialogue
(Leather) Is it easy to wear it? (yes) What makes it special
(stitches) what do we call it? (Moccasins)
• CCQ: is it for boys or girls? (usually boys) does it have
stitches? (yes)
• Drill: T drills the words following the drilling patterns
(modeling, class, group, individual)
• Written form: Moccasins /ˈmɒk.ə.sɪn/ (n.) T records the
word on the board and highlights the stress and the part of
speech
• Context:
Plenary
dialogue
• Elicit: what can you see here? (shoes) what is the material?
(wood) what do we call it? (Clogs)
• CCQs: is it modern? (no) does it make a loud sound? (yes)
• Drill: T drills the words following the drilling patterns
(modeling, class, group, individual)
• Written form: Clogs /klɒɡ/ (n.) T records the word on the
board and highlights the stress and the part of speech
• Context:
Plenary
dialogue
• Elicit: what can you see here? (boots) what is the material
(rubber) what special about it? (reaches the knee) why do
we ear it (protect our feet) what do we call it (Wellingtons)
• CCQ: Who wears it? (Farmers/butchers..)
• Drill: T drills the words following the drilling patterns
(modeling, class, group, individual)
• Written form: Wellingtons /ˈwel.ɪŋ.tən/ (n.) T records the
word on the board and highlights the stress and the part of
speech
• Context:
Plenary
dialogue
• Elicit: What can you see? (gloves) the material?
(wool/cotton) what do we call it? (Mittens)
• CCQ: How many parts? (2) what is it used for? (cooking)
• Drill: T drills the words following the drilling patterns
(modeling, class, group, individual)
• Written form: Mittens /ˈmɪt.ən/ (n.) T records the word on
the board and highlights the stress and the part of speech
• Context:
Plenary
dialogue
• Elicit: What is the material? (cotton) What makes it special
(has buttons) what do we call it? (Cardigan)
• CCQ: Is it a winter/summer cloth? (winter) over the shirt
or under the shirt? (over)
• Drill: T drills the words following the drilling patterns
(modeling, class, group, individual)
• Written form: Cardigan /ˈkɑː.dɪ.ɡən/ (n.) T records the
word on the board and highlights the stress and the part of
speech
• Context:
Plenary
dialogue
• Elicit: What is the material here? (rubber) how many
pieces? (one) what do you think we use it for? (sports)
what do we call it? (Singlet)
• CCQ: Is it a formal cloth (no) does it have sleeves? (no)
what sports can we wear it for? (lifting, wrestling..)
• Drill: T drills the words following the drilling patterns
(modeling, class, group, individual)
• Written form: Singlet /ˈsɪŋ.ɡlət/ (n.) T records the word on
the board and highlights the stress and the part of speech
• Context:
• Elicit: What can you see here? What do we call it? (Apron)
• CCQ: why do we wear it? (to keep us clean) what do we
use it for? (cleaning/cooking) who else can wear it?
(chef/barber..)
• Drill: T drills the words following the drilling patterns
(modeling, class, group, individual)
• Written form: Apron /ˈeɪ.prən/ (n.) T records the word on
the board and highlights the stress and the part of speech
• Context:
• Elicit: what can you see? when do you think we wear it?
(formal/special occasions)
• CCQs: do we wear it over the shirt or under the shirt?
(over) is it casual? (no)
• Drill: T drills the words following the drilling patterns
(modeling, class, group, individual)
• Written form: Waistcoat /ˈweɪs.kəʊt/ (n.) T records the
word on the board and highlights the stress and the part of
speech
2nd Test To test the effec:veness of the 5-7 [Transitional language] alright guys now you are aware of all
previous stage (teach) in a the names of the clothing items, now let’s play a game
controlled prac:ce. Or to allow
Ss to prac:ce wriCen accuracy
of the TL.
1. T starts to introduce the game (charades) as a controlled
T-Ss
practice
a. T divides the ss into two teams
b. One of each team will sit on a chair facing his
team and giving his back to the board
c. T writes a word from the TL and the team in 20
seconds must describe it without pronouncing
the word
d. Then they switch
2. T makes sure that everyone participated
3. T makes sure to test all the words including the ones they
already know!
4. T records the score on the board to add an element of
competition
5. T claps for the winners
Freer Practice To provide a chance for the Ss 5-7 [Transitional language] well done guys!, we still have another
to prac:ce oral/wriCen fluency game
of the TL they just learned.
1. T chests the handout for the freer practice
T-ss
2. T lists the instructions
a. Here you have some funny questions all I need you to
do is to mingle and ask at least 2 people about these
questions here
b. You need to get as many yeses as you can to win
c. T says “once I clap my hand, you change the partner”
Plenary 3. T models with a student and ICQ:
dialogue a. Are you talking to only one person? (no at least 2)
b. What to do to win? (get many yeses)
4. T allocates 5-7 minutes for this activity
Ss-ss
5. T passes the handouts to the ss and says “start”
6. T monitors the ss and records errors on a piece of paper
7. Once the ss are done, T asks them to sit down and be ready
for the content feedback before the language feedback
Content feedback To react to the ss answers and 3 T reacts to the ss answers and asks follow up questions
ask follow up ques:ons Plenary
dialogue whenever appropriate [content feedback]
whenever appropriate
Language Feedback To correct Ss' language errors Plenary 2 T highlights any error and praise the good use of the language
dialogue
if any, by asking the ss to detect the mistakes and try to correct
it.
