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Class routine
Greeting
Teacher greats with children
and ask about date, mood and weather
Starter
(W)Brainstorm the
lesson
(W)Warm -up activity: Teacher
shows a short video about fashion and clothes. Learners should
guess the theme of the lesson according to the
video
Interaction pattern: T-S
Assessment: "Big
thumb'' 
(W) Team
division: «Theme
links»
SS Learners choose pencils
from 3 colors and are divided into 3 groups by the colors of the
pencils that they chose 1 group- clothes, 2 group- fashion, 3
group- shop
Interaction pattern: S-S
Introduction
(
D) New vocabulary presentation
Modeling.
(W)Teacher explains that
learners to repeat after the video's speaker new vocabulary about
clothes
Eliciting.
Interaction pattern:
T-S
Teacher elicits knowledge of children about kinds
of clothes according to the seasons.
What season is it now?
What clothes do you wearing in this
season?
What clothes people wear in this
season?
Drilling.
Interaction pattern:
T-S,
Teacher introduces with
the new vocabulary which is
given on the board (supported by
pictures).
a warm jacket fashionable
trainers a smart shirt
a buggy jumper tight jeans a
plain T-shirt patterned trousers an old-fashionable
dress
a casual hoodie
Development
(W)
«Match the phrases with
the pictures»
SS should match the phrases in
the box with the pictures (a-i).Then check and
repeat
a warm jacket fashionable trainers a smart
shirt
a buggy jumper tight jeans a plain T-shirt
patterned trousers an old-fashionable
dress
a casual
hoodie
   c
A b
 
  
Interaction pattern: S-S,
T-S
Descriptors:
A
learner:
- list a
vocabulary
- use the words with correct
spelling
- describe clothes using
adjectives
Assessment
by ‘Oral’ (well done,
excellent, very good, so so...)
Teacher says that everyone usually has got his
own style in choosing clothes.
(W)What is your style this
year (2018)?
(I) Describe own
styles
Necessary adjectives:
...to feel comfortable, to keep warm, to look
very beautiful in, the necessary thing in..., the lovely thing of
my friend, my mother suggest me, in my opinion, to my mind, it
doesn't matter, I prefer, I believe that
Scaffolding
Eg.
Shirts
I
prefer shirts for my birthday because...
T-shirt
I
like to wear T-shirt because ...
Shorts
...
Jeans
...
Blouse
...
Dress
...
After completing the task,
learners stand in a circle, teacher gives to one learner a parcel
with names of clothes, and turns on the music , when the music
stops, whoever has the parcel , gets the word out of the parcel and
makes a sentence on it using adjectives
Strategy: Pass the
parcel Handout
3
Interaction pattern:
S-T,S-S
Assessment by
"Gertures"
Descriptors
A
learner:
- describe clothes using
adjectives
- construct sentences into a
logical connections
-
compose sentences with adjectives
(G) 1-group: Teacher gives
learners a piece of paper with pictures and names of the clothes,
and Adds vowels to the words in order to make adjectives and
clothes. Learners should find picture and words which coincide with
each other and write them under the correct
picture
Strategy:
Partners Handout
3
(G) 2- group: Complete the
sentences with the correct adjectives from new
vocabulary
(G) 3- group: Learners look at the
children and their clothes.
They write the description of their clothes
below, no more than 2 sentences for each picture.
After, they choose ONE of the
images in the pictures they would recommend wearing. One learner to
explain their learning in one sentence. The next learner uses a
high level connective and adds their own learning to the
sentence.They should explain why they have chosen
it.
Strategy: Connecting
learning Handout
3
Differentiation by
difficulties of tasks
Interaction pattern: T-S,
S-S
Assessment by
smiles
Descriptors
A
learner:
- describe clothes using
adjectives
- apply
variety of compound
adjectives
- create sentences with
adjectives
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