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Lesson Plan N°:

Course: Teacher:
Book: Date:

Aim/Lesson Topic:
Warm up:
(First 15’)

Introduce Basic Vocabulary by brainstorming.


Questions about classmates
Listening and recognizing adjectives. http://www.esl-lab.com/person1.htm
http://www.esl-lab.com/des1/des1.htm

Unit 1. 1 pp. 12 -13


Vocabulary:
Clothes and accessories: a suit- a designer dress – a waistcoat – a tie – shorts – a sweatshirt –
a fleece –
a white cotton top – a winter coat – bangles – vintage sunglasses – a silver ring –
a scarf – a bracelet – mittens – gloves – a woollen hat – thick tights – hiking boots
– a baseball cap
Class Verb phrases to do with clothes: to get dressed / undressed – get changed – clothes fit you –
development clothes suit you – clothes match
Appearance and personality: good-looking – attractive – cute – gorgeous – very nice –
popular – adorable
– charming – cool – elegant – sophisticated – stylish – childish – immature –
creative – imaginative – brave – adventurous – cheeky – mischievous –
hard-working – selfish – generous

Review
You can ask students comprehension questions to review the new vocabulary words at the
end of the lesson

Material/Resources: DVD, CD, i tools, IWB software, etc.


Use of photocopies:
St’s book pages: Exercise N°:
Procedure

 Hold up the picture so that the students cannot see it, and start building up
interest by saying, 'Hey, this picture is interesting, isn't it? Can't you see it?'
 Ask students if they want to see the picture, turning it round for them to see
just for a couple of seconds. I find my students are really eager to see more
of it!
 Allow them see it for a bit longer, walking round the class for each person to
see the picture for a few seconds.
 After this first 'suspense' stage, hand out a copy of the picture to students in
pairs/small groups. Tell them they have two minutes to identify and
remember as many things as they can see from the picture, without writing
anything down! (Of course you may find your students trying to 'cheat' by
writing things down - which of course is fine, as this is likely to help their
learning, without their realising!)
 Once the time is up, take back the pictures and ask students to write a list of
everything they can remember.
 Pin up a few copies of the picture around the class for students to go up and
Ending up check their list.
activity
 Whole-class feedback can then involve one of various possibilities, depending
on the students' mood by this stage and how much more exposure to the
vocabulary items the teacher feels they need:
o Students call out the items and the teacher writes them up.
o The group with the most items reads out their list for the others to
check against.
o Each group contributes one item/ the item that forms the longest
word on their list. They can come up to the board to write this.
o The teacher and/or students pick out any items that they found
difficult to remember/pronounce and try to improve their knowledge
of these items.

 A variation of this adds a 'grammar' component to the listing of the


vocabulary items. Following a focus on 'There is / There are', for example,
students can write their list under these two headings. Other grammar
features that work well are headings for singular/plural,
countable/uncountable or adjectives.

Word Store 1A – 1B – 1C
Photocopiable resource 1 pp. 173-186
Photocopiable resource 2 pp. 173 - 187
Homework:
Photocopiable resource 4 pp. 174 - 189
Workbook pp. 8 - 9

Tch’s aims
Aim/Lesson Topic:
One student comes up from each team.

Both students are then given a flashcard.

The two students stand back to back in the middle of the classroom.

Each student holds their flashcard in front of them with the picture side facing away.
Warm up:
Both students then take three steps away from each other before quickly turning around.
(First 15’)
This is similar to the pistols at dawn scenario.

The two students then race to shout out what's on the other student's flashcard.

The first student to shout out the word wins a point for their team.

Alternatively, you can ask the students to draw pictures instead of using flashcards. You
could also use numbers instead of pictures.

Same activity they did before but with books closed – in groups- competition.
Class
development

Material/Resources: DVD, CD, i tools, IWB software, etc.


Use of photocopies:
St’s book pages: Exercise N°:

Ending up
activity

Homework:
Tch’s aims