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TP2 E.D. Describing and classifying classroom objects
Beginners level


The lesson will start with a repetition of colours, and classroom objects and with the presentation of words plastic and wood to be used together with the colours and classroom objects for the target language in describing and classifying things. 'What is this? It's a pencil. It's wood. My pencil is wood/plastic. A blue pencil...' If there is time there will be a poster colouring competition (board running game) to have more practice on colours, classroom objects and the language; 'a red notebook, a green pen etc.


Abc Colour Palette Poster
Abc A bag
Abc Glossy paper
Abc A pair of scissors
Abc Wooden and plastic things
Abc Target language poster 3
Abc Colour pencils
Abc Plastic Palette
Abc Target language poster 1
Abc Spare colour hearts
Abc Blu tac
Abc Target language poster 2
Abc School object posters (2 pieces)
Abc Treasure box

Main Aims

  • To provide speaking practice of describing objects in the context of "My Classroom".

Subsidiary Aims

  • To provide vocabulary review of classroom objects and colours in the context of 'My classroom'.


Warmer - Colour Hearts on blank colour palette. (4-6 minutes) • To engage students and revise rainbow colours

To revise rainbow colours. Red, orange, yellow, green, blue, purple, pink. Preparations: * Put the blank colour palette on the board before class. * Have your glossy papers and scissors ready on your desk as well as the blu tac. * Have your plastic palette ready to show them. Realia effects students, involves them more. * Have ready the spare hearts too in case you need more. (If you cannot cut them well or if a student wants (insists) to put a heart on the palette since the students are 13 but the colours 7) * Blu tac to stick plastic palette on the board. Greet Students. Show them the colour palette on the board and say, ‘What’s this?’ They will not know the word ‘palette’ most probably. Say ‘It’s a palette… a colour palette…' and show the plastic palette too. Stick it on the board next to paper palette. Show the blank parts of the paper palette with your hand and say, ‘… but it has no colours. 'Can you help me to put colours on it?’ Pretend you carry a colour in your hand. Show it to ss and say 'This is red.. red colour.' Say, 'Hoooop!' and throw the colour to them. ‘Now, you give me some colours!' If they do not understand the instruction, nominate a student and say, ‘İlker, tell me a colour... give me a colour!’ Catch İlker's colour in the air and put it on the palette. Then turn to whole class and say (use your body language), ‘All,... together give me colours!’ While students say the colours, pretend you catch the colours in the air and place them on the palette. Look at the palette, pretend you are thoughtful and a bit unhappy because you cannot see the colours. Use mimics and body language. Suddenly snap your fingers , smile and say, ‘Oh! I know I will do magic. I’ll do Abracadabra /ˌæb.rə.kəˈdæb.rə/... Look at me!’ Show the rectangular folded pack of glossy papers with the white side out and ask their colour and shape. ‘What shape are they?', 'Are they circle or square?’ Try to elicit the words ‘white’ and ‘rectangle’ help them if they do not remember them. Perhaps they may not know the colour white. Help them. Cut the folded pack in heart shape. Show the colourful hearts to ss and ask for their shapes and colours. T: ‘Are they white? Are they rectangle?’ Ss : 'No, They are pink, blue etc... Take the red heart and ask for its colour. After you receive the answer "red" place it on the blank palette. Show hearts one by one and ask for each heart's colour. Each time ask a student (especially the ones who say the colour first) to come to board and place the heart on the palette. After two examples involve ss. Ask them to do the same. To ask a colour to a friend. The one who comes to board asks a colour by showing a heart and invites a friend to board. After seven rainbow colours finish look at the palette in satisfaction, then look at the ss, smile and say 'Wow! It's beautiful!' 'I lke it!' Point each heart on the palette and ask for its colour again, for repetition purposes and drilling for pronunciation if it is necessary. Have ss repeat the colours twice. *Once in normal pace to hear clear if they know them and if they pronounce them correctly. *This time very quickly to bring some cheery atmosphere and smile in class. Finish the activity and praise them.

Lead in 1- To introduce wood and plastic. (4-5 minutes) • To provide context for the target language

Show the bag and take the wooden dough roller out. Instead of saying what it is made of ask ss, 'Is it plastic or wood?' If they do not know it you say it and give the model sentence. 'It's wood.' Give them to touch it. Go around the class letting them to touch it by passing it on from student to student. In that way you give them a model how to pass on the other objects to each other. Show the small plastic roller and ask the same question. 'Is it plastic or wood?' The answer is, 'It's plastic.' Give it to ss to pass it on. Then go to a few students ask them to close their eyes and touch something from the bag. Ask them, 'Is it plastic or wood?' After their guesses take them to take the object out of the bag and show it to class and 'Is it plastic or wood?' Leave the objects at the ss they made the guessing. When you finish with the objects ask the ss with the objects to hold up the plastic objects and later the wooden ones. 'Show me the plastics objects.' 'Now show me the wood objects.' Praise them and finish the activity.

Lead-in 2 and exposure to the target language - Classroom objects in a treasure box (8-10 minutes) • To revise classroom objects and present the target language.

Preparations: * Put "the target language poster -1" on the wall to help them when they get confused. * Put the treasure box with the school objects in it, on a desk in the middle of the classroom. * Objects: From the box: pen, pencil, pencil sharpener, ruler, rubber, notebook, From the classroom : pencil case, schoolbag, file, desk, chair (in case students are very slow skip the objects from the classroom) Procedure: Elicit classroom objects vocabulary by showing them one by one the school items you have in your yellow treasure box. Try to have a dialogue as the following. Show them a blue pencil and say. T: 'What is this?' Ss: 'It's a pencil... a blue pencil.' 'It's plastic/wood.' To be able to have the language above at the beginning ask the following questions T: 'What is this?' Ss: 'It's a pencil.' T: 'What colour is it?' Ss: 'Blue/ 'It is blue.' T: 'It's a blue pencil.' Ss : 'It's a blue pencil. At the second or third example get aid from the poster. Point at the poster on the board and read it step by step while you are demonstrating it with an item from the box. Go on with the activity in this way until you finish all objects. However, while eliciting the language the time you feel the students can do it by themselves, nominate one to do the same dialogue. The ss who elicits (does the activity) nominates another student so that they work as s- whole class or open pairs. Then the nominated students elicits the language. The activity goes on like that. When you finish the activity smile and praise them.

Controlled Practice (8-10 minutes) • To practice the target language

Preparation: Put target language poster -2 on the board Give instructions. We are going to play a game. Demonstrate it. Close your eyes and take the pencil from the treasure box and show it to ss without looking at it and say, 'It's a pencil. It's wood.' Call another student (a strong one) to demonstrate. Tell him to look back and take an object. Ask him, 'What is this?' 'Is it plastic or wood?' Praise the student and send him/her back. Show the poster to ss and say we do it like that. Invite them to read the poster. Invite another student and start the guessing game. When you feel students are ready to do it my themselves, tell students to call a friend and do the activity but always monitor and guide when necessary. S1 :'What is this?' S2: 'It's a ruler. It's plastic.' Praise them and finish the activity.

Exposure and semi controlled practice - My pencil is wood/plastic. (5-7 minutes) • To provide ss with the target language and practice it.

Target language My pencil is wood/plastic. Preparation: Put target language poster -2 on the board to show it as the model of the language they are going to practice and produce. Take the blue pencil from the box and show it by saying 'My pencil is wood.' Then show your pencil sharpener. My pencil sharpener is plastic. Then call a student for demonstration to take an object from the box and say, My ____ is ______ . Then ask. 'Your pencil Selin. Is it plastic?' 'Your pencil sharpener İlker, is it wood?' Then ask ss to show you an object and say what it is. If they cannot understand you or manage to do it, call them to take an object from your treasure box and drill the language. Praise them.

Controlled Practice - Competition of colouring school objects posters (4-5 minutes) • To provide more practice on describing things- a blue pen

A spare activity to be used in case there is time. In case you have little time tell the half of the objects. COMPETITION Colouring school objects poster Preparation: Put two posters on the wall. Divide ss into two groups. Name them as "Blue" and "Red". Write Teams' names on the posters with the same colour. Blue colour for team blue and red for team red. Line up them in front of the posters. Blues in front of blue poster and red ones in front of red poster .Give each group a pack of colour pencils. ( 7 colours, the colours of the rainbow.) Give instructions by demonstrating. I will tell you one object and its colour you will run and colour it. Then you will run at the end of your row behind your friends. Demonstrate by colouring one. Say, ‘green board’. Which one do I colour? What colour? Ask for their help and colour it with the ss's help. Colour two posters at the same time. Demonstrate by asking them to do it. First show and teach glue. Say, ‘Yellow glue’. Help the two front ss find and colour the glue yellow. Ask them to give the colouring pencils to their friend at front and send them to the back at the row. After you are sure the ss understood the activity start it. Give the following instruction. Help them when necessary and make sure both of the teams are doing the activity correctly to prevent discouragement with the results. At the end of the game praise them for the good work they did. Put the posters aside. Instructions: Examples: green board, yellow scissors red schoolbag blue file purple pencil green pen pink desk red pencil case green notebook orange rubber pink crayon purple pencil sharpener blue chair yellow ruler

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