Ayşe Tolunay Ayşe Tolunay

TP 6
Elementary level


In this lesson, students will be introduced to some functional language: describing people. They will already have covered some of the adjectives they need to describe people in the previous lessons. After being introduced to some functional language (in affirmative and question forms), the students will practice some of it with listening and speaking activities.


Abc HOs

Main Aims

  • To provide review, practice and clarification of language used for describing people in the context of physical appearance

Subsidiary Aims

  • To provide fluency speaking practice in a guessing the person conversation in the context of describing classmates


Presentation (15-17 minutes) • To introduce the topic of the lesson. To present the TL in the context of the lesson and to clarify the meaning, form and pronunciation.

Try to elicit Trump: I have a photo of a tourist in Turkey. He's from the USA. He's very famous now. Everybody know him. Who is he? If Ss say Turkish names, repeat "He is a tourist in Turkey. He's from the USA." (recycling some of last week's vocab.) If Ss cannot guess, just show them the photo. What does he look like? Use the adjectives: tall, short, old, young, handsome and so on to describe him. Talk to each other. 1 min. Monitor. What does he look like? Get W/C FB. As students say the sentences put them on board. Put affirmative sentences of the sections A, B, and C separately on the board. A. He's tall / old / fat If students come up with the sentences with "to have" then put them on the board as well. If not ask: how about his hair? his eyes? B. He has fair hair / brown eyes. C. His age? If no one knows, 70. So "he's 70 years old." Try to elicit as much of this sentence as you can by using techniques such as: he is 70 ...... ........... or He's 70 years old or age? Then put the board: He's about 70 years old. How about his height? How many meters? about 1.90 m Again try to elicit the form: He's about 1.90 meters. Then put it on the board. Try to elicit the question forms. For section A: put "...........does he look.............?" on the board and elicit "what" : It starts with w, and .... wait for them to come up with what and do the same for like. For section B: put "What ...............hair/eyes does he ...................? Elicit color and have. For section C: put "............ old / ........... is he?" Don't write tall, try to elicit this along with how. Go back to the affirmative sentences. Point at He's tall. He's old. And say combine these sentences. Try to elicit the answer, if not guide them "he ..... tall and ......." Then do the same for He has fair hair. He has brown eyes.

Practice (10-12 minutes) • To To clarify the meaning, form and pronunciation of the target language. To concept check and prepare students for more meaningful and freer practice.

Listen and write the words. Give HOs. Play the track. Check with your partners. W/C FB. Make sentences with She is and She has. For example: She has glasses. How about tall? Elicit she's tall. Give HOs. Check in groups. W/C FB. Give FB on P when possible. Give HOs. Read. What will you do? (Try to train them to read the instructions) Let's do the first one together. Elicit the answer. 5 min. Check with a partner. (Change seating if possible, but try not to change older one's seats because it might be inappropriate). W/C FB

Production (11-13 minutes) • To provide students with freer practice of the target language

In this activity students will work in pairs, if possible. Stick the photos of famous people and information about these people on the board. Look at the photos of people. Point at the students and say: Student A, student B. Students A choose a person. Students B ask questions and try to guess who. Demo one as an example with a student. If there are enough students ask a pair to do one as an example. Now Students B choose a person and Students A ask questions. If time, ask students to change partners. Monitor. Note down GL and areas to work on.

Delayed error correction (2-3 minutes) • To provide feedback on students' production and use of language

Write GL on the board -if any, and areas to work divided by a line. Different colors can be used if there are any. Try to elicit the correct forms from the students.

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