Yasemin Salem Yasemin Salem

Teaching Practice Points 2 - 'Look'
Upper Intermidiate - B2 level


In this lesson, the context will be fashion. The students will briefly discuss the importance of appearance and whether or not they keep up with fashion trends. The students will learn to differentiate expressions with 'look' where it is used to describe an appearance or where it is used as a verb tense. They will listen to two conversations where 'look' is utilised and practice telling the difference between the two.


Abc Transcript of Listening Section
Abc Workbook exercises - The Right Look
Abc Teacher's notes - The Right Look
Abc Handout - student book

Main Aims

  • Vocabulary, expression with 'look' in the context of fashion.

Subsidiary Aims

  • To practice listening for gist and detail in he context of fashion.


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Begin the class with a discussion where students will be asked how they feel about fashion. Ask the students do they think that appearance is important, do they keep up with fashion trends, how is their style of dress different from someone that is much older or much younger than they are. I will ask them if their style of dress changes based on the place they are going eg. a wedding vs work or school. The students will then participate in a mingling activety where they will interview one another to find out, in the last three months, how many times had they: - bought new clothes or shoes - bought new make up, perfume or after-shave - had their hair cut or styled They will then discuss their findings in pairs briefly which will be followed by feedback from the class.

Pre-Reading/Listening (1-2 minutes) • To clarify any confusion the students might have with the vocabulary or slang used in the audio.

-I will go over any vocabulary or slang that the students might find challenging or confusing when they listen to the audio such as 'fleece', to 'chuck something in the bin', 'loads of', etc. - The first handout will be given. I will go over any instructions for exercise 1.

Listen for Gist (6-8 minutes) • To have the Ss listen to the audio examples and complete an exercise.

The students will listen to two audio tracts, both of which are relevant to the context. In this section, the students will complete Exercise 1 where they will be asked to fill in the blanks of short summaries written about each audio track within their pairs.

Listen for Detail (6-9 minutes) • To get the students to focus to the details of the audio examples and complete an exercise.

The students will complete exercise 2 of the the listening section where they will be asked to answer questions about details from the audio. It maybe helpful for the students to do this exercises in chunks meaning that following audio 1, complete the relevant questions and the same for audio 2.

Post-Reading/Listening (2-3 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Exercise 3 of the listening section. Students, within their pairs, will discuss the questions provided for them. This will be followed by brief feedback.

Focus on Vocabulary (5-7 minutes) • To get the students, through guided learning, to work out the two different uses for 'look'

The students will be given 2 minutes to complete exercise 1 of the vocabulary section. This might be challenging for them as I will not be explaining the difference to them but rather have them try to figure it out on their own. Monitoring at this stage will be very important. Through CCQ's, I will ensure that the concept was learnt correctly. Example CCQ's: - how many variations for the use of 'look' did we learn today? - What are they? - How can you tell the difference? - If I were to say, 'You look beautiful today.', which one am I using? - If I were to say, 'He is looking for his glasses.', which one am I using? - What if I were to say 'They exchanged looks.', which one is it?

Controlled Practice (6-9 minutes) • Further practice to for the uses of 'look'.

The students will be given a handout from the student workbook. In pairs, the will be asked to complete: - Exercise 1, Followed by feedback. (2-3 minutes) - Exercise 2, Feedback (2-3 minutes) - Exercise 3, Feedback (2-3 minutes)

Freer Practice (2-4 minutes) • Have the students independently show what they have learnt by discussing the topic.

The students will be asked, in pairs to discuss the questions from the vocabulary section, exercise 2. This will be followed by feedback from the teacher and class.

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