TP 1
Pre-Int level

Description

In this lesson students learn and practice appearance and personality vocabulary through a guided discovery approach. To introduce the topic, the Teacher shows pictures of family members and elicits known vocabulary and encourages students to notice the questions used to ask about personality/appearance. In the next stage, the MFP of appearance and personality vocabulary are clarified through two different matching activities. Next, students will do a controlled practice activity to match questions (about personality/appearance) and answers. Finally, students will interview each other using the questions from the previous stages.

Materials

Abc Sticky Tack
Abc Speakers
Abc Whiteboard
Abc Projector
Abc Q&A Slips of paper
Abc Handout
Abc Listening Audio 1B
Abc Listening Picture 1B
Abc Listening Audio 1A
Abc Listening Picture 1A
Abc Family Picture

Main Aims

  • To provide Ss with clarification, review and practice of adjectives to describe appearance and personality in the context of describing friends and family members.

Subsidiary Aims

  • To give Ss practice in listening for detail. To give Ss practice in speaking for fluency.

Procedure

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

*Teacher shows a picture of family. T points to picture and says, "This is my family." *T points to one person and asks, "What does she look like?", "What does he look like?". T writes down adjectives as sts describe T's pictures. *T praises good language and notes any language for FB stage later in lesson.

Exposure (5-7 minutes) • To provide context for the target language through a listening exercise

*T projects the image from p 6, exercise 1A. *T says, "Describe the three women in the picture with your partner. You have 1 minute." *T monitors and notes language *T elicits one description for each woman from three different pairs. *T says, "My friend Luke is going to describe his girlfriend. Listen and decide which one is his girlfriend." Sts listen and decide which one is his girlfriend. *T asks, "Which woman is Luke's girlfriend?" and sts respond, "Picture 1".

Highlighting (5-8 minutes) • To draw students' attention to the target language

*T writes on board (to the right), "She has short dark hair.", "She's really nice." To the left, T draws a line with a "?" at the end. >>> _________________? "She has short dark hair." *T points to the board and says, "Listen again for the questions." *T plays recording again and sts listen for questions. *T elicits the questions, "What does she look like?" and "What is she like?" and praises good language. *T erases, "She has short dark hair." and "She's really nice." but leaves the questions written and adds, "he/she". *T points to, "What is he/she like?" and asks, "Do I want to know his or her hair color?" Sts respond. "Do I want to know his or her eye color?" sts respond. "Do I want to know if he or she is friendly?" Sts respond. *T writes "Talk about personality" next to, "What is he/she like?" *T points to, "What does he/she look like?" and asks, "Do I want to know his or her hair color?" Sts respond. "Do I want to know his or her eye color?" Sts respond. "Do I want to know if he or she is friendly?" Sts. respond. *T writes "Talk about physical appearance" *T elicits more adjectives for each category by pointing to sts and asking the questions, then telling sts to ask another classmate. *T praises good language and notes language for FB

Clarification 1 (8-10 minutes) • To clarify the MFP of appearance vocabulary

*T erases, "What is he/she like?" and says, "Now, let's focus on, "What does he/she look like?" *T displays pictures of nine people (in color). T holds up handout and says, "There are 9 sentences. Work with your partner and match the sentences to the pictures. You have 1 minute." *T monitors and provides assistance if necessary. *T tells sts to check with another pair then points to each picture and elicits the correct answer. *T drills for pronunciation as necessary and presents points of good language and any language which needs reformulation/correction.

Clarification 2 (8-10 minutes) • To focus on MFP of personality vocabulary

*T clears board and writes, "_________________? He/She's talkative." T elicits question, "What is she like?" *T refers sts to handout and says, "Match the words in the box with the phrases in groups of 3 (T signals groups if necessary). You have 5 minutes. Try not to use your phones." *T monitors, provides assistance if necessary, and notes down any language for FB. *Time permitting, T asks sts to check answers with another group then checks as a whole class. *T drills for pronunciation as necessary and presents points of good language and any language which needs reformulation/correction.

Controlled Practice (if time permits) (8-10 minutes) • To concept check further and prepare students for free practice

*T gives sts the questions and answers from WkBk p 6, exercise 2B on slips of cut up paper. *T says, "Work in pairs to match the questions and answers. You have 4 minutes" *T monitors and provides feedback as necessary. *As questions are numbered (answers are not numbered), T nominates sts to stick questions and answers on whiteboard. One pair sticks one question and answer. Pronunciation is drilled as necessary.

Semi-controlled & freer Practice (8-10 minutes) • To provide students with free practice of the target language

*T writes, "What's your _____________ like?" and "What does your _____________ look like?" *T elicits different people that can go in the blank: mother, father, sister, brother, boyfriend, girlfriend, husband, wife, daughter, son, etc. *T nominates a student and asks, "What does your mom look like?" Student responds. T nominates another student and asks, "What is your father like?" Student responds. *T signals that the same student should ask their partner one of the two questions. Student asks another student one of the two questions and the other student answers. *T says, "work with your partner and ask them 2-3 questions. Remember your answers. *T monitors and notes any language as necessary. *T elicits answers from 4-5 groups as time allows. T praises good language and presents any language that needs reformulating/correcting.

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