- think of all items of clothing starting with the same letter as your first name e.g. Adam - anorak - brainstorm individually - feel free to use dictionary - present the items one by one - Adam - an anorak; Gulmira - gloves etc. - then test each other using a ball - throw the ball to somebody but before that say their name and the items of clothing

-elicit what we do when we don't know a word in English (paraphrase, use gestures, use synonyms/antonyms etc.) -try it out with a few (gloves; hat; jeans) -elicit why it's important to know and use this strategy

- use split crossword - to introduce the activity, model it using the IWB & 'hot seat' game (one learner sits with his/her back to the board, the rest explain) - monitor and note down both accurate & inaccurate language - delayed error correction

- show a photo from a fashion show - first elicit the items of clothing the people are wearing to provide another opportunity to recycle the target lexis and then elicit adjectives to go with these nouns - introduce a couple of new ones using the book list as a basis + add any other relevant and emergent language

-elicit what a compound noun is and a few examples -have them do ex.1-3 on page 128; monitor; peer-check -put a noun (item of clothing on the board) and elicit adjectives that describe it -ask them to order these; provide a few more examples and try to guide them to discover the rule -individually practise on p.108 -feedback; wrap up by having them re-iterate the rule (but highlight it rarely happens that a noun would be modified by more than two adjectives in the real life)

-link to the previous learner training -what do we do when we can't express things exactly the way we do? use an example (consider relating this to L1) -elicit some expressions & have them look at the ones on p.4 -brief PW - describing items that are difficult to describe

-each learner gets a picture with many people in it -the pictures are the same -only different people are labelled (their names) -the task it to describe what they are wearing and thus figure out what their names are -mingle and talk to as many people as possible -you need to use at least three sentences before the other person guesses -ICQs -monitor & take notes -delayed error correction and work on language

-link to the delayed feedback from the previous activity -elicit the grammar which was used - focus on tenses -consider what's used for what - elicit examples and rules (incl. state & dynamic verbs) -use ex.3 on page 5 to complete it (if anything was omitted) -have them do ex.4 as means of controlled practice

-have them individually do one or more exercises from p.108 & 109, depending on time and their existent knowledge

-handouts from the TB - find 10 differences -elicit the instructions -monitor -feedback

-briefly describe the course -highlight the structure of the book -mention testing and assessment -introduce PET and try to sell the idea from this early stage -introduce tutorials -leave some time for Q&As, comments and find out what their vision of the lessons is

-in your WB you always do the relevant pages e.g. today we covered 1A&B so what you need to do in the WB? 1A&B (p.4&5) -we'll be checking something but not everything; if you have questions - ask