Özgür Biçer Özgür Biçer

Özgür Biçer - Tour Group, Appearances
Elementary level

Description

In this lesson, students will learn and practice how to ask people's appearances and describe them by means of listening and speaking activities.

Materials

Main Aims

  • To provide the students with review, clarification and practice of how to ask and describe people's appearances.

Subsidiary Aims

  • To provide the students with accuracy by listening and drills, fluency by speaking practices.

Procedure

Lead-in (4-6 minutes) • To set lesson context and engage students

Greet the students. Show photos of some famous people to the students. Try to elicit the appearances of these people. Introduce the vocabulary which is in the functional language box on the 31st page of the Straighforward Elementary Ss book. Ask questions like: What does he/she look like? Is his/her hair black/fair? Is he bald? Is she beautiful? etc. Show them some photos showing young, old, tall, short, fat and slim people, which are in the material named differences. Ask them which one is tall/short etc. Give them the photos and want them to describe these photos to each other in turns; set a time limit of two minutes.

Exposure (4-6 minutes) • To provide a model of production expected in coming tasks through listening and drilling

Look at the grammar box of the functional language section on the Straightforward Ss book page 29. Try to elicit what's missing in the sentences. As they complete, drill the sentences. Use your fingers to highlight the components of the sentences. Do the the functional language exercises 1-2 as it's described in the teacher's book page 33. Here the aim is get the Ss understand the difference between "is" and "has"; write on the board as you elicit the answers and show them which sentences can have "has/have" and which cannot.

Pre-task Activities (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

Begin the pre-task with the listening audio - mp3 file and its question. Answer the questions by nominating Ss. Read the listening script to Ss if there is a problem with the PC. Secondly, give Ss the reading activity 1 and answer the questions by nominating Ss. Finally, give Ss the reading activity 2 and answer the questions by nominating Ss. Use ICQ "do we listen/read and answer alone? yes" for each of the activities.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

The first activity is reformulated from the 3rd activity of the Straightforward Ss book functional language section which is on page 29. Tell the Ss to choose a person from the class tell about him/her to the partner, so that the partner who is listening can draw his/her picture. Make a demo before you start the activity. Use the Ss book page 132 and 134, appoint a student A and a B; give page 132 to student A and 134 to student B. Ask them to tell the photos to each other; after they speak,ask them which photos match, because there are two. Use the ICQs below: Is A telling page 132? Yes. Is B telling page 134? Yes. Two photos are same, right? Yes. Next, use the find your double game. You need to cut the page because you're going to give each student a card which has a description of a person. Each of the descriptions has a matching double, so tell the Ss to stand up and find their matches by walking and asking each other. Show them that there are two from each cards, then use the ICQs below: Do you talk to your partner? No. Do you talk to everyone? Yes. Do you walk in class? Yes. Do you sit down when you find your double? Yes. -If Time- This activity is something I came up with, that's why there is no reference or handout. Give the students blank sheets and tell them to write about their own appearances without writing their names. Then collect the papers give them to those who didn't write it. Make the Ss read loudly and try to guess who it is. If they guess correctly, give them chocolate as a reward (at the end of the lesson, give chocolates to all them since their efforts are also worth being rewarded). Use ICQs as below: Do you write about yourself? Yes. Do you write your name? No.

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

Clear the board and write there the sentences below, then elicit the correction and answers: Do she have a black hair? – Incorrect Does she have black hair? – Correct Yes, she does. / No, she doesn’t. Does she has curly hair? – Incorrect Does she have curly hair? – Correct Yes, she does. / No, she doesn’t. Does he beautiful? – Incorrect Is he handsome? – Correct Yes, he is. / No, he isn’t. Do I have bald hair? – Incorrect Am I bald? – Correct Yes, I am. / No, I’m not. Moreover, throughout the lesson,use the CCQs and clarification examples which are written in the language analysis sheet.

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