Dim Dim

L 1D-4 Expressions to Describe Words you Don’t Know Yet NEFile
pre-intermediate level


In this lesson, students learn about useful expressions to describe words they mightn't know yet such as Things & places, actions & feelings, people


Main Aims

  • To provide practice of language used for describing words in the context of places, people, things

Subsidiary Aims

  • To provide clarification of relative clauses in the context of describing places. things and people


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

T introduces Pictures of waiter/supermarket/ mobile phone/ slim/ stressed T then asks S if they know the words - yes/no answer T asks S to describe what they see without using the name of the item.

Exposure (10-15 minutes) • To provide a model of production expected in coming tasks through reading/listening

T asks SS to go through new words in the word bank. CCQ's for understanding all items (NEFile SB-page 11. ex-4b) T tells SS they will listen to an audio now and should underline words from the box when they hear them. T then asks SS to skim the given text and Elicit if they can see the new structure. (it's ----- who/ It's a ---- which, etc) SS then work in pairs with text and fill in the gap.

Useful Language (10-15 minutes) • To highlight and clarify useful language for coming productive tasks

T asks SS to highlight new structures from the text. Focus on the intonation and stress T writes on the board - things/places, actions/feelings, people in 3 columns T asks SS to arrange new items to appropriate columns. SS say T writes, T does not autocorrect mistakes. Once finished Elicit from SS if they can spot any mistakes/correct them T adds to the list Extra language. Ask SS to take notes as they'll need them at the end of the lesson Describing : things/places - it's like, it's used for, it's a kind of, it's similar to, it's opposite of actions/feelings - it's how/what you do/feel people - it's the one who, it's someone who, it's a person who

Productive Task(s) (20-25 minutes) • To provide an opportunity to practice target productive skills

SS in pairs do a matching game activity 33. and stick them to the board. T leaves then only wrong answers SS do a grammar worksheet individually. T follows up with SS and checks answers - SS correct their mistakes T draws attention back to the board with wrong answers and Elicits the correct ones T goes back to the pictures from the beginning of the lesson (warm up) and asks SS to think how would they explain those words ( 2 min), after divides SS into 2 teams and play Taboo game ( where SS have to explain what they see without using a target language) SS can come up to the board to draw a card without anyone knowing T gives SS new pictures of bridge/ train/ iPod/ toilet/ astronaut/ a lock/ a key to explain. Time for preparation is 1 min

Feedback and Error Correction (5-5 minutes) • To provide feedback on students' production and use of language

Error correct the sentence intonation and word stress Clarify possible mistakes in using Relative clauses. CCQ

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