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Speaking
Intermediate B2 level

Description

In this lesson students will be exposed to a video about the different characters of Johnny Depp. Then they will be asked a few follow up questions, then they will be shown a chart to discuss specific information about Johnny Depp. Then students will be given a fill in the blanks handout, then they will be divided into 3 groups and asked to find the picture that matches their description. Students are then given a table of vocabulary to classify under the right column that defines them. Then finally they are asked to write about a film character and have their pairs guess who, if there is sufficient amount of time life the students will draw a card with one of the students name on it and describe them and the class will try to guess who it is.

Materials

Abc guess the information (inside out 107)
Abc placing in the correct column (inside out 107)
Abc matching description with character (inside out page 107)
Abc Gap Fill Handout (inside out page 107)

Main Aims

  • To provide accuracy and fluency in relation to describing physical features

Subsidiary Aims

  • To provide product writing practice of a description in the context of physical features

Procedure

Lead-in (5 minutes) • To set lesson context of distinguishing features and engage students to the topic

Sts will be exposed to a video on the evolution of Johnny Depp, in the video they will see many characters he has acted as in a variety of films. They will have a glimpse of his style, and depiction in each film. After the video T asks students; 1) Did you recognize who this person is? [Johnny Depp] 2) Does he look the same in every movie? 3) How many of those characters are you familiar with? 4) Which of his films have you watched?

Exposure (15-18 minutes) • To provide an opportunity for students to brainstorm ideas

Sts will be shown a chart to discuss in pairs the information they believe to be true about Johnny Depp: his age, eye color, height, hair, build and distinguishing features. Then T elicits possible answers from students and then shows the answers on the board. answers: Age: 54, eye color: dark brown, height: 1,78m hair: wavy brown hair build: slim, distinguishing features: tattoos Then students will be given a handout of three different character depictions of Johnny Depp and fill in the blanks with the appropriate words given in the box above. Students will then be given time to compare each others answers. T then reflects the answers on the board and divides the students into 3 groups and gives each group a letter and asks them to find the character which best matches with the description they have.

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

Sts are then shown the table they were before but this time in columns so that they can fill the columns in with the given words in the box under the right category Age, eyes, height, hair, build, and distinguishing features. students first work individually, then compare answers with a partner, then come and write the categories on the board.

Productive Tasks (10-15 minutes) • To provide an opportunity to practice target productive skills

Sts are asked to Write a description of a film character. Then they will swap with their partner and they try to guess each others characters. according to the remaining time, students write their own names on strips of paper and give it to the teacher and the teacher randomly hands the papers strips back and Sts try to describe the person they have and then they share with the class, then Sts try to guess which student it is.

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

T does instant and delayed error correction as students practice the language through productive tasks.

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