zahra zahra

Appearance, vocabulary
elementary A1/A2 level

Description

In this lesson, students learn vocabulary required to talk about people's appearance through some practices about film stars. This lesson starts with exchanging some information about them. Then, teacher teaches the target language by eliciting and showing pictures. By providing Ss with controlled practices, they use the target language answering the questions about film stars appearance. Finally, Ss listen to recordings of conversations containing the TL. There is also an opportunity of applying the TL in freer activity under T's monitoring.

Materials

Abc Handout of matching film stars with information
Abc photos of film stars

Main Aims

  • To provide students with the vocabulary required for describing people's appearance.

Subsidiary Aims

  • To provide students with the opportunity of using the target language in appropriate situation.

Procedure

Lead-in (3-5 minutes) • to make Ss prepared for the lesson and making context

-T introduces herself to Ss and calls their names. -T groups Ss into pairs to discuss together. -T asks Ss to look at a photo of 6 movie stars. T asks Ss what they think of the picture, and asks if Ss know the film stars or not. - After 2 minutes, T asks some pairs to give their answers.

Matching the pictures with information (3-5 minutes) • To make Ss prepared for the exercises in vocabulary

- T asks pairs to discuss their answers before telling them to the class. T gives Hos of cut papers including 6 sentences on each paper about one film star's life. (one set to each pair). Then the T shows picture of 6 movie stars by their names under them. - T asks Ss to match the information with the film stars discussing answers with their group.T gives 2 minutes for this activity. - As a FB, T asks each group to tell their answers to 2 film stars e.g. group 1, Sean Connery and Michelle Yeoh, asking the other groups to see if they have the same answers or not. T shows the answer key on the board. - T asks the Ss what other information they know about the film stars. T gives example: Sean Connery is Scottish. Ss will have 1 minute to discuss in groups before giving their answers. As a FB, T asks all the groups to answer. - T elicits the word 'good-looking' and asks 2 CCQs to get sure that all the Ss understand its meaning. Then T writes the word on the board drilling and giving part of speech. -T asks the Ss if they think any of the film stars are good-looking. Why or why not (here T guides Ss to talk about hair, eyes and smile by gesture) Ss have 2 minutes to discuss together. T asks each group to tell their opinion to W/C.

Vocabulary (18-20 minutes) • To develop Ss' skills of useful language related to appearance

- T .regroups Ss - T elicits 'appearance, moustache, chin, beard, blond, curly' from Ss by different methods including showing pictures, giving example and giving definition. In every case, T asks CCQs to make sure all the class understood. Then T writes the words on the board drilling for giving opportunity to practice the correct pronunciation and giving their part of speech. -T regroups Ss by making pairs and allowing them to change their places. T provides Ss with Hos of vocabulary exercise (2A) asking them to peer-check their answers. -T writes the sentence ' which of the film stars has got ...' to emphasize on the verb 'has/have' got, asking 2 question from each group to answer by using the mentioned verb. (FB) ) - T gives handouts to expand students language used for describing appearance (page 158). Ss need to match the pictures with adjectives. Ss will have 2 minutes time to complete this task. T takes FB from groups and asks 2 CCQs for each adjective (slim, overweight, thin, curly, bald) and drills them. T writes the words on the board showing the part of speech and stress.

Controlled-practice (3-5 minutes) • To expand Ss' skill in the area if target language

- T regroups Ss to 2 groups. - T gives HOs adapted from p 173 T book to Ss. For shortening the task, T divides the exercise to 2 parts, 6 question to one group, the rest 6 to another group. - After 2 minutes, T puts the key answer for both group on the board asking the groups to send one person each to check the correct answers.

Listening (5-7 minutes) • To make Ss hear and recycle the target language

- T teaches 'wearing make-up' by eliciting and giving CCQs. T asks Ss to answer the question in part B 8.3 (which two film stars is he talking about) by listening to a recording to hear the target language in use (asking about one's appearance and describing that in a natural speaking). T asks Ss to write when pausing the recording. T asks Ss to circle the language in pairs asking the same questions about a film star, in turn. Useful language will be shown on the board (Is it a man/woman? What does s/he look like? He's got…). T monitors by listening to each pair taking notes on any mistake. If that is about target language, T corrects that in the spot. As a FB, teacher asks some pairs to perform their activity loudly and the others to listen. - T writes ' what does s/he look like?' and explains its meaning which is about appearance. - T gives Ss time to practice the language.

freer-practice of target language (3-5 minutes) • To get Ss used to target language for fluency

-T makes pairs and asks Ss to work together while asking questions in the exercise 2A. During the task, teacher comes closer to hear Ss. If there are any errors, she takes notes without interrupting. At the end T gives the corrected language to Ss. - As a FB, T asks two groups to do question and answer loudly.

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