Ela F. Yegen Koumpos Ela F. Yegen Koumpos

TP 1 06.10.2018 Ela F. Yegen Koumpos
A2/B1 level


This lesson introduces some vocabulary and questions that will be used in the following lessons.


Abc Unit 1B Vocabulary exercises 1 a
Abc Unit 1B Vocabulary exercises 1 b
Abc Molly's picture
Abc Unit 1B Personality 2 b
Abc Thin-Slim
Abc Unit 1B Appearance
Abc Unit 1B Personality 2 a
Abc Find Someone Who Handout
Abc Personality 2d

Main Aims

  • To provide students 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 students practice in listening for detail. To give students practice in speaking for fluency.


Lead-in (8-9 minutes) • To get students interested in the topic

Welcome students. Give white stickers to everyone and ask them to write their names with capital letters on the stickers. Students will then stick them on their shirts. Start the lesson by telling the ss that you saw your best friend yesterday. Describe her appearance and then nominate ss to describe their girlfriends/boyfriends (best friends if single). Script: -T to Ss: I saw my best friend yesterday. Last time we met, was 3 years ago. She lives in Germany. I was surprised because she looks very different now. She has curly hair now (show with gestures) and she is slim (show with gestures). She was not like that. She was overweight (gesture) with long straight hair. -Ss to T: (nominate 2-3 students) How does your best friend look like? - T to Ss: My friend is very generous, she loves sharing her things. She is also very friendly but she talks a lot. She is very talkative (use gestures). - Ss to T: (nominate 2-3 students): What is your best friend like?

Exposure (6-7 minutes) • To provide context for the target language through a listening

PART 1. Show the pictures of the girls (listening task 1a. p.6). Divide them into groups and ask them to describe their appearance. Script: T to Ss. Look at the girls. Work in groups of 3 (divide them). You will talk about their appearance. Use adjectives and take notes. ICQ: Nominate a student to describe the first girl asking: what does she look like? then T - Ss: ''OK, now in your group try to describe these girls. You have 2 minutes. (Monitor) Feedback: nominate 3-4 ss for answers. Elicit from other students and guide them to use the target language if possible. PART 2. Script. T - Ss Now you are going to listen to a man called Luke describing his girlfriend. Listen carefully and choose the correct picture. Work alone. W/C: Check answers, eliciting the words and phrases which helped ss to identify the girl. e.g. short dark hair, curly hair. PART 3. Script: T- Ss: You will listen to Luke again (task 1b p.6). What two questions does Luke's friend ask him? How does Luke answer to the second question? ICQ: Are we going to write everything down? (No, just two questions). Feedback: Compare your answers with your friend. (then W/C feedback). Write the answers on the board (What does she look like? What is she like? Luke's answer: She's really nice)

Highlighting (4-5 minutes) • To encourage students to notice the questions

Encourage students to notice the questions themselves, and how to help them discriminate between form and use of these questions. Point to the board and circle the ''does'' in ''what does she like''? and ''is'' in what is she like. Script: T-Ss: Ask students, "What did Luke say about his girlfriend Molly's personality?" Elicit answers. Then write on the board. This is Luke's answer (write "She is really nice, very friendly and extrovert). To what question did he answer? Elicits answers (what is she like?) W/C: answers T - Ss: Pointing and answers: Why are these different? Discuss with your partners for 1 minute. Feedback: Elicit answers from Ss by nominating. Correct answer ...is she like= personality, does she like= appearance. If there is no correct answer, follow the steps at the anticipation problems.

Clarification 1 (10-11 minutes) • To focus students on the meaning, form and pronounciation of the target language.

Using pictures and matching activity for the vocabulary as in the book. Asking for feedback and drilling some of the vocabulary. Part 1. Checking for prior knowledge. Share the ''Find someone who'' activity (with the adjectives about appearance) and ask them to observe other ss and write down their names. Then elicit for answers. Script: T - Ss: Look at the paper. You need to find people who match the descriptions in your worksheet. Don't worry if you don't know everything. Answer only what you know. ICQ: Nominate ss to find someone in the classroom with curly hair. Ok, you have 2 minutes. feedback: Check your answers with your friends, then w/c. Part 2. Appearance Matching Activity 1a. p.150 Script: T-Ss. Look at exercise 1a p. 150. Match the sentences with the correct pictures. ICQ: What do you have to do now? (Match the sentences with the correct pictures). Work in pairs. You have 2 minutes. Feedback: Check your answers with another pair. (then give them the answers and ask them to check). Did you have any mistakes? If yes, clarify accordingly. Meaning: Elicit difference between: a. thin - slim. If no correct answer is given, show them images of thin and slim (attractive) to show the difference. b. fat - overweight: show them an image of an overweight person and elicit for the correct adjective. Expected answer: fat. Script: T - Ss: how does he/she look like? (fat) T - Ss: what is a more polite weight to say it? (elicit for answers, if no answer given, write ''overweight'' on the board and point at the picture). Form: Write ''she has long curly hair'' on the board and underline ''long curly''. Explain that: we often use two adjectives together to describe hair or eyes. Write on board size->style->colour Elicit for more examples from the ss and encourage them to use the new vocabulary.

Clarification 2 (9-11 minutes) • To focus students on the meaning, form and pronounciation of the target language.

Refering back to the listening in the exposure stage to elicit what was said about personality and making a transition into this stage. T-SS Show Molly's picture. What can you remember about Molly's personality? What is she like? Elicit answers. (friendly and extrovert) T distributes Personality Match Adjectives T - Ss: Script: Look at the paper. In pairs, only match the adjectives with the definitions. Don't worry if you don't know everything. Answer only what you know. Give one example: (friendly-unfriendly) Monitor and help when needed. Check against answer key ( ex. 2a ) Script: Do you have any different answers? deal with unknown vocabulary. T - Ss: Script: Now look at exercise 2. b. Match the opposites with the adjectives with your pair. W/C FB. Drill vocabulary while giving the answers.

Semi-Controlled Practice (3-4 minutes) • To further consolidate the TL and allow some more production

T-S: Nominate a student: Do you have a sister/ brother? What does your sister/brother look like? (student's answer) What's she like? (student's answer) Script: What question do we ask for someone's appearance? "What does he/she look like?" (write the question on the board) What question do we ask for someone's personality? "What is he/she like?" (write the question on the board) Now look at exercise 2d, stand up and ask these questions to someone you haven't talked today.

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