Warm-Up: Writing Activity (30-40m)

Describe the outfits of ​at least​ two of your classmates. (The teacher may want to give everyone
some time to walk about the classroom and observe different classmates’ outfits.) Without
saying who the classmate is, write about the different items of clothing they are wearing and use
descriptive adjectives to tell about the colors, patterns, materials, etc. If they have accessories
such as jewelry or glasses, make sure to mention those, too. Each description should be 2-3
sentences long.

When students are finished writing their descriptions, they should read them out loud -- again,
without saying the classmates name. Have other students guess which classmate they are
talking about.

Vocabulary Review (15-20m)

Give descriptions of clothing and ask students to write/say the word. For example:

● These go on your feet. They are not shoes. They are (socks)
● You wear this on your head. Many people wear it backward. It is a (cap)
● A person might wear this piece of jewelry on his or her wrist. It is a (bracelet).
● This type of clothing has two legs. They are called (pants, jeans)
● Men wear one around the neck. It is a (tie)
● Everybody wears these tops for casual comfort. They are called (T-shirts)
● This is a long outer garment that you wear in the winter. It is a (coat)
● This is a short outer garment that keeps you warm when you go outside. It is a (jacket)
● These come in twos and you walk in them. They are called (shoes)
● This is a top that a woman can wear with a skirt. It is a (blouse)
● This is jewelry that goes on your finger. It is a (ring)
● This is an outfit that a professional person might wear to work. It is a (suit)

For more time and a greater challenge, call different students up and ask them to pick a
vocabulary word from Chapter 8 and describe it to see if their fellow students can guess it.

Demonstratives Worksheet: this, that, these, those (30-40m)

See the attached worksheet. Give students time to work on this individually or in pairs, and then
review the answers with them. Make sure to highlight in section 2 how the verb must also
change along with the demonstrative when the noun becomes plural.

Side By Side​ ​Workbook: p. 56 & 58 (30-40m)

This was meant to be the homework last class, but we didn’t get to it, so they can have time to
do it in class. Each page should take about 15-20 minutes for them to do and read through with
the class.
 ​ extbook: p. 75, Listening Activity (bottom of page)
Side By Side T

Read the following dialogue with the help of the classroom volunteer. Read each dialogue no
more than two times. Students must listen and choose the correct answer. You can review with
them at the end of the activity.

1. A: May I help you?

B: Yes, please. I’m looking for a blouse.

2. A: Can I help you?

B: Yes, please. I’m looking for a pair of boots.

3. A: May I help you?

B: Yes, please. I’m looking for a necklace.

4. A: Can I help you?

B: Yes, please. I’m looking for a raincoat.

5. A: May I help you?

B: Yes, please. I’m looking for a pair of stockings.

6. A: Can I help you?

B: Yes, please. I’m looking for a shirt.

​ )a
Correct answers: 1 2) b 3) a 4) b 5) b 6) a

1. These jackets are expensive.

2. I’m looking for a leather belt.
3. I’m wearing my new wool sweater.
4. Suits are over there.
5. Is this your shoe?
6. Polka dot ties are very popular this year.

Correct answers: ​1) b 2) a 3) a 4) b 5) a 6) b

Extension, if there is time: ​Pair students and have them model the dialogue in section A of the
listening activity using different clothing and accessory vocabulary words. Make sure to point out
the importance of the use of articles (a / an) for singular items and “a pair of” for items like pants
and shoes. Also make sure to be particular about hearing the “s” for students who choose to
use plural items, as this is something many struggle with.