GENERAL INFORMATION

CEBA LEVEL A1.1 SECTION TERM 2

UNIT 2 SESSION No 1 TITLE That’s a beautiful skirt! DATE
LEARNING OUTCOME(S) Describe traditional and urban clothes
SPECIFIC SKILLS / CONTENT FOCUS Clothes vocabulary
PROPOSITO Describe different pieces of clothing to a tourist
STAGE ACTIVITY AIM MATERIALS TIME
1. Write a date on the board that has some personal significance to you (for example, your  Review dates • Board and 5-7 min.
birthday, your son’s birthday, your wedding anniversary, etc.).  Get to marker
2. Ask the class “What’s this date?” know more
3. When students respond (for example, “March 23rd”) say, “This date is important for me. Why? information
What does this date mean?” Encourage students to guess until they have the correct answer. about one
4. Tell students, “Write two dates in your notebook. You have 30 seconds!” another
WARM-UP 5. When everyone is finished, call one student up to the front of the class. Ask, “What is your  Raise energy
date?”
6. The student should respond by saying one of the dates in his or her notebook (correct if
necessary).
7. Ask the class, “Why is this date important for him/her?”
8. The other students should guess until they know why it is important.
9. Call another student to the front of the class and repeat the process a few times.

1. Show a picture of a famous person (not just the face - you can use the one included in the  Introduce the • Photo 5 min.
resources or one from a magazine, it does not matter). topic of one
2. Ask “Who is this?” “Is this a woman or a man?” “Where is he/she from?” etc.  Spark Ss or more
3. Ask “What is she/he wearing?” and point to the clothing in the photo as well as your interest in famous
clothing. learning how to people
LEAD-IN 4. If the students can tell you any names of the clothes write them on the board and say, say the names (Shakira
“Good! What other clothes do you know?” and keep writing all the suggestions on the board. of different provided
5. Say, “Today we’re going to talk about clothes.” and touch the different items of clothing you pieces of in
are wearing. At the top of the board write the word “clothes” and ask students to pronounce clothing resources)
(note: the ‘th’ is almost silent in this word, it is pronounced more or less like the word ‘close’).
 1. Hand out a copy of the reading worksheet to each student.  Generate • Reading 12 min.
2. Say, “Look at the photos. What do you see? Where are they from? Are their clothes the same vocabulary for
or different?” traditional and
3. Say, “Read the texts and circle the new vocabulary that you don’t know.” Write on the board urban clothing
‘new vocabulary’ and draw a circle around it.
4. Give students plenty of time to read the texts in silence.
5. Say, “Write the new vocabulary here.” And designate a space on the board for a new
vocabulary list.
PRESENTATION 6. When everyone is finished, read each sentence aloud, and if there is any new vocabulary
in that sentence, explain it to the students. (You should be able to do this in English by, for
example, pointing to different clothes or colors in the room or drawing a picture on the
board.)
7. After you read each sentence, call on a student to read that sentence, correcting
pronunciation as necessary.
8. When you have finished reading the texts and clarifying all of the vocabulary, ask, “Who is
Pilar? Which photo? Who is Jaime?” etc.

1. Now ask students to work with a partner and find all the vocabulary for clothes in the texts  Identify • Reading 10 min.
and to underline them. traditional and
2. When everyone is finished, ask, “What are the clothes in the text?” And write the words they urban clothes
tell you on the board under the word ‘clothes’, describing and eliciting what they mean as vocabulary
PRACTICE you go (e.g. “Who is wearing a skirt here? Who is wearing jeans?” etc.)
3. Say, “Now write the clothes in the correct place on the photos.”
4. When they are finished, check answers with the whole class (By pointing to clothes in the
photos and asking “What is this?”)

1. Write on the board, “What is wearing?”  Reinforce • Reading 10 min.

2. Ask, “What is Diana wearing?” And point to the photo of Diana. clothing
3. Model the response and write on the board: “She’s wearing .” vocabulary
4. Say, “What is Jaime wearing?”
PRODUCTION 5. Model the response and write on the board “He’s wearing .”
6. Say, “Why is it ‘she’ here and ‘he’ here?” Make sure everyone understands to use ‘she’ for
women and ‘he’ for men.
7. Ask the Ss to stand up. Say, “Ask and answer questions about the clothes of Diana, Pilar,
Jaime and Pablo.” and point to the question and the response.
 1. Describe a student by his or her clothes (For example, “She’s wearing a blue shirt and a  Personalize 5-10 min.
brown skirt.”). clothing vocab-
Extra activity 2. The other students in the class have to guess who the student is. ulary
(if time) 3. Now another student describes someone in the class “He is wearing…” or “She is wearing…”).
4. The other students guess who it is.

1. Use the speaking checklist to evaluate Ss while they are practicing their dialogues in the  Assess learning • Speaking Production
ASSESSMENT production stage. outcomes checklist stage

1. Ask Ss in English and then in Spanish, “Did you learn some new vocabulary today?” “What 1 min
SELF-ASSESSMENT new words did you learn?”

ASSESSMENT

SKILLS LEARNING OUTCOMES INDICATOR INSTRUMENT

• Speaking • Describe traditional and urban • Interact with each • Speaking checklist
clothes other about clothes in
a dialogue, asking and
answering questions.

• OBSERVATIONS •

ENGLISH TEACHER
CLAY B QUISPE QUISPE