Anfissa Milchakova Anfissa Milchakova

Speaking lesson TP8 anfisa milchakova
Upper-intemidiate level


İN this lesson SS will talk about appearance, they will use pictures of famous people, it is not important to recognize who are the people, but it is important to be able to describe changes of their appearance, Students will work in pairs or small groups in order to share ideas and language SS will be provided with useful language to use while speaking


Abc Tapescript 2.4.
Abc chart to make notes while preparing
Abc copy page SB
Abc White board notes
Abc HO with useful language

Main Aims

  • To provide fluency speaking practice in a describing photos activity in the context of appearance now and then

Subsidiary Aims

  • To provide accuracy speaking practice in a describing photos activity using vocabulary and 'used to' structure in the context of people now and then
  • To provide deduction, detailed and gist listening practice using a text about about Brad Pitt and two photos of him in the context of changes in appearance


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

SS look at the board and see picture of Jennifer Lopez( in her childhood) T asks who is that girl? Then shows JLO now- SS recognize her T asks question 'What has changed?' Brief whole class discussion T gives question to discuss in pairs SS have 2-3 min to talk The teachers asks for content feedback from 2-3 pairs 'Mahmut can you tell me what you partner told you?'

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through listening

T asks SS to look at the photos p 80 and to identify the actor ( Brad Pitt) Do you think Brad Pitt is good-looking or not? Which photo do you think he looks better in? why?Whole class discussion T plays the recording ( woman is describing both photos) SS listen and decide whether they agree with her opinion. Share ideas in pairs. Whole class FB, T asks 'who dıd your partner think? '

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T gives audioscipts SS in pairs underline the language they think is useful for talking about appearance Teacher elicits some example from the class and makes notes on the board İf any mistakes, other SS can correct them, or teacher asks CCQs to elicit the mistake T. elicits sentence stress and drills the sentences T. asks to think about other phrases or structures in pairs (1 min) T. asks for new languages and adds it on the board Drilling SS are given H.O with clues of TL to use ( if some phrases were not discussed before T. uses CCQs to check understanding)

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Each S receives an envelop with two photos inside( people now and then) T. tell not to show their photos to other students SS also are given chart to fill in while their are preparing for speaking SS look at the photos they have and make notes about them T tells that it is not important to say who is it in the pictures, SS just focus on appearance SS have 5-7 minutes to think and to prepare their descriptions Teacher reminds that SS should use new vocabulary and grammar from two previous lessons When SS ready Teacher takes photos back, jumbles them and sticks around the class so that everyone can see them. SS change places SS work in pairs with their partners, each SS describes the photos without saying which photo it is, SS use their notes only. Partner should look around at the pictures and guess which one is being described. SS take turns. İf there are early finishers they can swop partners and try to guess one more time T. monitors and make note on the board Ss take their places Whole class feedback who managed to guess the picture? For example Mustafa Which picture was it? İt was this pictures(points) Teacher asks 'How did the description?' For example Merve So T.asks Merve ' Which photo do your think this person look better in?' (reference to previous tasks) T. listens and then asks the class DO you agree?

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T referes SS to the board there is some language written( from the previous tasks monitoring ) T. encourages self correction asks to thinks where are the examples of good language and not very good, talk to your partner and discuss Then WC feedback about TL Drilling if necessary

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