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Appearance and Personality, Adjectives to Describe appearance and personality.
A2+ (Pre-intermediate) level

Description

In this lesson, students learn the new vocabulary to describe appearance and personality and have an opportunity to extend it through a text. First of all, the students will be shown a photo of Charlotte Ramirez with her mom and friend with no title under it and brainstorm about what the topic might be about. Secondly, the students will be pre-taught some vocabulary (e.g. experiment, a date) to prepare them for reading for gist. Then, students will do true/false statements to read for specific information. Finally, the students will match highlighted vocabulary from the text with definitions. If time allows, the students will give the information about their friend on the form (this is done as a productive skill with emphases on writing and then speaking).

Materials

Abc True/False statements
Abc Pre-teaching related vocabulary from the context Slips of paper
Abc A photo of Charlotte Ramirez with her mom and a friend (A3 format)
Abc Photo of Charlotte Ramirez
Abc Projector
Abc Whiteboard

Main Aims

  • To provide students with practice in reading for gist, specific information and detail, and to practice deducing meaning through the context of choosing a blind date.

Subsidiary Aims

  • To consolidate and give students practice in vocabulary to describe appearance and personality. To give students practice in speaking for fluency.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Teacher shows the students a photo of Charlotte Ramirez with her mom and friend and ask them to brainstorm about what today's topic might be about.

Feedback (1-2 minutes) • To enable students to see to what extent they have understood the task

Students provide their opinion altogether. Teacher encourages and takes notes of good language produced by the students to refer back in the feedback stage.

Pre-Reading/Listening (2-4 minutes) • To prepare students for the text and make it accessible

Students will be shown a title of an article written on the w/b: 'Who do you think knows you better, your mother (or father) or your best friend? Why?'. To answer the question, students work in pairs.

Feedback (2-4 minutes) • To enable students to see to what extent they have understood the task

Students report back about their opinion as the whole class. Teacher notes down good language produced by the students to refer back in the feedback stage.

Pre-Reading/Listening (1-2 minutes) • To prepare students for the text and make it accessible

The words like 'experiment', 'a date', 'prefer' and 'a beard' will be pre-taught to the students. These words will be written on the w/b and the meanings will be elicited from the students. Then separate sheets with definitions of the above words taken from www.oxfordlearnersdictionaries.com will be disseminated among the learners to help them check out their assumptions/answers.

While-Reading #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading task

It is a controlled activity. Students read the introduction and the first paragraph of the article for gist to check their ideas from the pre-reading stage in pairs. (ex. 2b). 2b. Students read the introduction and the first paragraph of the article and answer the following questions. Who knows you better - your mother or your best friend? 'In our weekly experiment, single people who are looking for a partner ask their mother and their best friend to help. This week's single person is Charlotte Ramirez, a 25-year old web designer. Her father is Spanish and her mother is English. She lives in Brighton and she doesn't have a partner at the moment. Her mother, Alice, chooses a man she thinks is perfect for her daughter and her best friend, Katie, chooses another. Then Charlotte goes on a date with each man. Which one does she prefer?' 1. What is the idea of the experiment? 2. Who is Charlotte? 3. Who are Alice and Katie? 4. What do Alice and Katie have to do? Then what happens? Students check their answers in pairs. Teacher monitors and notes down any good language to refer back in the feedback stage.

Feedback (2-3 minutes) • To enable students to see to what extent they have understood the text

Students report back their answers to the questions from ex.2b as the whole class. Teacher encourages good language produced by the learners and notes down both good and in-need of reformulation related sentences.

While-Reading #2 (2-4 minutes) • To provide students with more challenging detailed, deduction and inference reading task

Now, the students are going to read for specific details. To help them with this, they will have to do True/False task with regard to the text: True or false. Put a tick into the correct place. 1. Charlotte likes going to the cinema and she doesn't like staying at home. (true______ false ______) 2. I'm quite friendly and sociable and I get on well with most people. (true_______ false________) 3. Charlotte doesn't have a good sense of humour. (true_______ false_______) 4. Physically, I prefer men with a really nice long beard. (true_________ false______) 5. I like men who are into literature and art, and classical music.(true__________ false________) 6. Perhaps Katie could find me a guy who is physically more compatible. (true_________ false__________). Teacher monitors and helps students if/when the need be.

Peer-check (1-2 minutes) • To build students’ confidence before open class feedback

Students check their answers on true/false exercise. Teacher monitors and helps if the need be.

Feedback (1-2 minutes) • To enable students to see to what extent they have understood the task

Students report back their answers about true/false exercise as the whole class. Teacher encourages good language produced by the students.

While-reading 3 (2-4 minutes) • To provide students with deducing meaning of vocabulary from context.

In this case, the students will match the highlighted words from the text with their definitions in the form of cards cut and all mixed up in pairs. 1. Sociable - Someone who is sociable enjoys being with people and meeting new people. 2. Feel like something/doing something.-To want something, or want to do something. 3. Get on well with somebody - Become friendly with (someone) 4. Sense of humour - The ability to understand funny things and to be funny yourself. 5. Smile - To make a happy or friendly expression in which the corners of your mouth curve up. 6. Be into something -To be interested into something in an active way. 7. A guy - A man 8. Be compatible (with) - Able to have a harmonious relationship; well suited. Then, the students answer the questions on ex.2d by using the ready-made phrases from the above activity. Ex.2d 1. What does Charlotte like doing? 2. What's she like? 3. What kind of men does / doesn't she like? 4. Who does she think is going to choose better? Why? Teacher monitors and helps students if/when the need be.

Feedback (2-4 minutes) • To enable students to understand to what extent they have understood the task

To check how well the students understood the task, T asks the following CCQs: 1. If you like being with people and meeting the new ones, are you sociable? - Yes. 2. If you feel like watching a good film, do you want to watch it? - Yes. 3. If you can understand your friend very well, does it mean you get on well with him/her? - Yes. 4. Is this a man? (pointing at a male student in the class) - Yes. Can I call him as a guy? - Yes. 5. Do we smile when we are happy? - Yes. 6. If you go to a gym every day and spend 4 hours there, does it mean that you are into sports? - Yes. 7. If I tell you a funny story and you laugh, does it mean that you have a sense of humour?- Yes. 8. If a husband and a wife understand each other very well, are they compatible with each other? - Yes.

Post-Reading/Productive Skills/Writing and Speaking (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Students look at the form and prepare to give information about their friends. To perform the task successfully, they should first answer the following question in writing: 'Do you have a friend who is looking for a partner? Help him / her to find one!' 1. Name_____________________________ 2. Personality________________________ 3. Relationship: Single Divorced Separated 4. Age______________________________ 5. Job______________________________ 6. Appearance ______________________ 7. Likes ____________________________ 8. Doesn't like ______________________ As the speaking activity, the students work in groups. They ask and answer about the people around the class and compare their information. Students ask each other whether they think the two people are compatible or not.

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