yaser yaser

faces & feelings
A1 level


This lesson aims to provide the learners with a cognitively and kinesthetically conducive atmosphere where they work up the courage to experiment with the language. The pupils are required to respond to a number of cognitive as well as linguistic challenges throughout the lesson.


Abc HOs,WB,CD player,photocopiable practice and markers

Main Aims

  • To provide clarification, review and practice of eyes, nose, ears, eyes, chin, mouth and glasses in the context of faces and feelings

Subsidiary Aims

  • To provide the pupils with the gist and detailed listening practice in the context of story about crocodiles
  • To provide accuracy and fluency practice in the context of faces and feelings.


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

• The learners see a round shape with only what looks like a chin. They are also provided with some other shapes so as to complete the shape. THis is meant to be a human face with a nose, eyes, glasses, and hair. but they have to draw the hair when I urge them to help me and complete the face.

Exposure (3-3 minutes) • To provide context for the target language through a text or situation

• Once they put the parts together, I will get them to elicit the words one by one and then there will be a few drills both chorally and individually. • I will get them to come to the board and write them next to the parts.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

• The pupils are asked to draw a human face with the parts. • Then they check their work together and show it to other groups.

Free Practice (3-4 minutes) • To provide students with free practice of the target language

• I will urge them to make sentences like ' he/she has got a nose', ' he/she has got two eyes'

Presentation of lexis related to feeling (3-4 minutes) • To set the context

• The pupils match the pictures and the words on the board. • Then there will be a few drills both choral and individual.

Clarification (2-3 minutes) • To make sure they have fully understood the new vocabulary

• I will ask a number of CCQs such as ' do you like this one?' referring to the facial expressions.

Gist listening (2-2 minutes) • To scaffold the reading the task

• The pupils listen and determine the number of people.

Detail reading (5-6 minutes) • To provide the students practice of detailed reading

• Th pupils read the text and colour in the hair and eyes of the right person. • I urge them to see each other's work and help on another. • I will write the answers on the board.

Story telling (5-7 minutes) • To give the learners the chance to be further exposed to the TL as well as give them the chance to use it.

• The pupils listen to a story by the teacher. • I read every sentence quite slowly to create suspense and may ask some questions while reading. • I will urge the learners to share their ideas with me.

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