Humam Alfares Humam Alfares

Intermediate level


In this lesson, students will work on a receptive skill by reading two Facebook messages between two friends which are meant to recommend a friend to another friend by giving a personal description. After that, they will work on some language issues like spelling correction and adjective modifiers which will lead into the writing section where they should write an email describing thier teacher using the language issues that they have learned in this unit of the book (U1B).


Abc Writing handout

Main Aims

  • To provide product writing practice of an email in the context of a description of a person.

Subsidiary Aims

  • To provide clarification of adjective modifiers in the context of a text about a desciption of a person


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

In order, T will stick some pictures of an email icon face on the board so ss don't see them. The photos are of a friend, a stranger, and a collection of businessman character with nine expressive faces. The photos in their order tell something that we usually do (writing to a friend about another friend). SS (In groups) choose any one and try to figure out this fact.

Pre-reading (2-3 minutes) • To prepare SS to the text and make it accessible.

T reads the definitions of (au pair and fit in) to SS and try to elicit the meaning.

Gist reading (4-5 minutes) • To prepare the students the general idea of the texts.

T chests the two texts and tell the ss that they are Facebook messages. T asks the ss to read the texts quickly and answer question 1a. SS check answers in pairs. Quick check is done by T.

Vocavbulary - Spelling (4-5 minutes) • To build awareness about spelling mistakes in writing.

T asks ss if they have noticed anything wrong in the texts - gets some ideas - tells ss about the spelling mistakes in Sophia's email and ask ss to correct them in (1b). T models and drills the pronunciation of " photography and forgetful".

Reading for details (8-10 minutes) • To provide the ss with more challenging task and to lead to the next exercise (1d)

T tells ss that he is going to test their memory at a challenging level and asks them to read the two texts in details. After reading the texts, ss turn it face down. (T reads questions 2 and 4 in 1c and asks ss to answer them). In pairs, ss recall the descriptive language (adjectives) used in the texts from their memory. To make easier each student in the group can read one paragraph and try to memorise. T checks with the class. If there is enough time T plays the Banana game for the positive and negative adjectives in two groups . SS can look at the texts now and classify the adjectives into negative and positive adjectives.

Vocabulary- Adjective modifiers (5-7 minutes) • To provide ss with more information about how to make their description more specific and precise.

T gets ss to do 1.d and put the words in the correct place in the chart. T gets ss to see the useful language box and does feedback. T makes sure that meaning and from are clear by running some CCQs to elicit meaning and form. (T divides the class into two groups to play the Throw the Ball game mentioned earlier.)

Writing (8-10 minutes) • To write a description of a person in the from of an email.

SS face down the right part of the writing sheet. In pairs, ss study the layout of Sofia's email and decide what the topic of each paragraph is. SS check the answer from 1e. T tells ss that tutor Elna would like to choose a teacher for this class and she is going to ask ss about it. SS are going to write an email to tutor Elna describing the teacher. T gives ss two minutes to ask him personal questions about himself covering points in paragraphs 1 and 2 only. for points in paragraphs 3 and 4 they have to give their own opinion about them. SS write notes and then sit down and write-not too long though. If time allows, get some paper correction and publish the text on the wall so that everybody can read what the others have written.

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