Four-Seasons Clothing: English Language Instructional Course
Class: ESL class for immigrant elementary schoolers in Philadelphia (L1:Spanish) in-person
Topic: Four-Seasons Clothing lesson plan2. four seasons clothing. vivy (slides)
Student level: A1-A2 (CEFR) Class duration: 1.5 hours(10mins-break during the class)
Teacher: Vivy Zhang Class size: 8-12
Rationale: Teaching beginners about four-season clothing is essential for practical life skills,
cultural integration, and language development. It equips them with basic daily language uses,
navigates local climates, and fosters health and well-being. This foundational knowledge also
prepares for future studying and living readiness, empowering learners to make informed choices
and gain confidence in new environments.
Lesson Objectives:
1. SWBAT identify various clothing items(shirt, jeans, jacket, etc…) by looking at the
pictures and giving the right clothing terms on the worksheet independently in a written
format.
2. SWBAT determine the appropriate clothes(shirt, jeans, jacket, etc…) based on the
weather features of each season by sticking the given clothing figures under each
season’s (spring, winter, etc.) poster.
3. SWBAT orally describe the clothing (shirt, jeans, jacket, etc…)step by step from tops,
bottoms, shoes, to accessories of a given person image by using the sentence structure
(He/She is wearing + color + clothes types…)in pairs.
4. SWBAT draw the correct clothing of given people pictures on paper with markers
without visual references but by listening to peer’s oral descriptions.
Strand Activity Stages Key Resourc Time
language es/
forms/
functions Material
s
Introduction Introduction 1
● T greets and welcomes Ss; N/A
● T introduces today’s topic slides min
● T goes over the agenda
Warm Up Pre-stage Spring, Slides: 10
& ● T asks: how many seasons each year and what Summer, whiteboa min
meaning-fo are they? Fall/autum rd,
cused input During-stage n, and markers,
● T divides the classroom whiteboard into four winter.
parts
● In each part, T writes down the first letter of
each season and invites the whole class to spell Warm,
out the full name: E.g. W - - - - - (winter) cold,
● T introduces weather descriptions chilling,
● T invites Ss to write down the weather hot, etc.
descriptions of previously divided seasons on “What’s the
board based on weather features weather
Post Stage: like
● T acknowledges Ss’ contributions today?”
● Comprehension check: T asks Ss to look
outside and talk about the weather today “It’s
● T transitions to the next activity …(weather
) today.”
Meaning-fo Pre-stage Color + Slides 35
cused input ● T shows a video: a girl packing clothes for clothes min
vacation (help Ss gain a general idea of today’s Whitebo
topic) “I like to ard
● T gives the instructions: wear…”/ “I
video:htt
○ take notes on what clothes the girl don’t like
ps://yout
brings: format: color+ type of clothes to wear…”
[Link]/9HF
● T models an example: “purple T-shirt” -uJbhzfE
● After Ss finish, T invites Ss to report (each S “I like
?si=rPw
gives one answer, and T writes on the board) wearing …
4SHI2m
● Ss self-check and peer-check answers on
C6PxDr
● T transitions to the vocabulary learning part (weather)
w
During-stage day. /I like
● T introduces clothing terms based on the to wear… Four
category of tops, bottoms, shoes, and in (which seasons
accessories season).” posters,
● For each category, Ss practice making short picture
sentences in the structure of “I like to wear…”/ word
“I don’t like to wear…” cards
● * For Ss with higher levels, they will make
sentences in the structure of “I like wearing …
on (weather) day. /I like to wear… in (which
season).”
Post-stage
● T introduces the activity “Stationery learning:
What clothes should we wear in each
season?”
● T gives instructions:
○ T introduces the 4 different seasons’
posters at corners of the classroom
(winter, spring, summer, fall)
○ Each S receives several pictures of
clothing items
○ Ss walks around the classroom to stick
their clothing pictures under the poster
of each season if they think people
should wear such clothes in this
particular season
● T gives a modeling example.
○ E.g. T shows a picture
(swimming/bathing suit) and asks Ss
what is this.
○ In what season we could wear it?
(Summer)
○ T sticks the picture of a bathing suit
under the poster of summer
● While Ss working, T walks around to check
Ss’ progress and provides help if needed
● * T encourages Ss to think about what clothes
we could wear in all seasons and why (first
ask student who finishes faster)
● After everyone finishes, T invites the whole
class to review each poster
● T concludes the activity and gives feedback
● T transitions to the next activity
Meaning-foc Pre-stage Vocabulary Slides; 10
used output ● T introduces the task and hands out worksheets word for min
During-stage clothing. Workshe
● T gives the instructions: (shorts, et,
○ 10 minutes to work individually jacket, pens/pen
t-shirt, cils
○ Write down the correct names for each
clothing picture etc…)
● * For Ss who finish faster: check what clothes
they have learned today but do not cover in
this worksheet. Write down these clothing
names on the back of the worksheet. (Ss are
also encouraged to draw a picture of each
piece of clothing. )
Post-stage
● Ss exchange their worksheet with peers
● T leads the whole class to review the answers
● Ss do peer-evaluation
○ Right answer, give a correct mark
○ Wrong answer, circle it out (do not
write the correct answer for peers)
● Ss return the worksheet to their peers
● Ss correct their errors after class (homework)
● T transitions to the next activity
Fluency Pre-stage Slides 25
development ● T introduces the information-gap activity “What is min
● T gives the instructions: the person Pictures,
○ T divides Ss into pairs (pronouns) white
wearing?” paper,
○ Each pair needs a Person A and a
colorful
Person B for different works
“Pronouns markers,
○ T assigns persons A and B based on
+ is/are whiteboa
their different proficiency levels (A: the
wearing…” rdrdrd
one with higher levels;
B: the one with lower levels)
○ T checks if Ss are clear with their roles
○ T introduces the work for Person A
■ Describe the person’s outfit.
Following the steps of first
talking about tops, then
bottoms, and last shoes or
accessories.
○ T introduces the work for Person B
■ Ask questions for details of the
person in the picture by using
the fixed sentence structure:
“What is the person wearing?”
● T emphasizes that person A cannot just show
the picture to the partner, and person B cannot
see the picture
● T gives an example to help Ss comprehend
○ T will use a picture of self, and lead the
whole class to practice describing the
person from hair to shoes orally. Ss will
have text references to help check their
expressions.
● T leads the whole class to do modeling
together.
○ Choose one student to be person B and
draw on the classroom whiteboard;
○ T leads the whole class being person A,
and gives descriptions for the drawer
During-stage
● T hands out materials
○ Person A: figures of a person
○ Person B: a piece of white paper
● T reminds Ss: “Can person A just show the
picture to person B? Can person B see the
picture? (No!)”
● T walks around the classroom to check Ss’
progress and provides help if needed
Post-stage
● When all Ss finish, person A shows the picture
to person B, and they check the drawing
together
● T concludes the activity and gives feedback
● T transitions to the next discussion section
Wrap-Up ● T shows the discussion question: “Qipao” 9
& Cultural What are some special clothes in your culture/country? “Lehenga”
Expansion ○ T gives an example: “Qipao” in slides min
Chinese culture “Coif”
○ If we have time, Ss are encouraged to “Tehuana”
think and discuss in class
○ If no time, Ss post a picture of special Forecast
clothes in their cultures in the What’s
Special
App group chat, including the name of
clothes
the clothes
● T reviews today’s class (if we have time)
● T restates the homework:
○ Correct their errors on the worksheet
○ Write a list of clothes for your trip to
NY tomorrow(T posts the link to the
weather forecast)
● T gives praises and encourages Ss to keep
grinding
Assessment Rubric
Formative:
Objectives When How Support (correction)
Objective 1 worksheet Peer-evaluation on Homework 1:
accuracy self-correct the errors
Objective 2 Stationery learning Stick the clothes Cultural diversity
figures to the may cause other
matching season’s places’ weather
poster different from
Phillys’, e.g. winter is
hot in Cancun. As
long as Ss give
logical reasons, it’s
fine to have different
opinions.
Objective 3 & 4 Info-gap drawing Higher levelers Ss convey meaning
activity describe and lower by using the target
levelers draw (could language, they do
switch roles if have self-evaluations
extra time)
Summative:
Homework (Authentic task): Write a clothes list for your trip to NY tomorrow. If you are
going to spend 3 days there, what are some clothes you will bring? (at least 5 pieces of clothing)
Rationale: It addresses all lesson objectives and connects to practical daily life skills. Students
learn how to make informed decisions by considering different conditions and thinking critically.
They will orally present their lists in the next class and state their logical reasons. (no fixed
answer, Ss are encouraged to write more than 5 clothing)
Grading:
Rubric 5 points 3 points 1 point
Spelling accuracy 5/5 accuracy 3/5 accuracy Below 2/5 accuracy
(only the first 5
items)
Content At least 5 pieces of At least 5 pieces of Less than 5 clothing
clothing are listed. clothing are listed, are listed, no
Have logical but lacking relevance relevance between
relevance between between each each
each clothing
Oral presentation Confident presenting, Logical reasons are Not clear during
logical reasons are stated mostly, lack presenting
stated clearly confidence while
presenting
