Elif Elif

Pre-Elementary level


In this lesson the students will learn some basic adjectives to describe physical appearance. The grammatical focus is based on the structures 'Have you got..? - Yes, I have/ No, I haven't' and 'Are you..? - Yes I am/ No, I'm not'. The lesson is embedded in a pirate theme.


Abc Footprints 2 Lesson 3
Abc Footprints 2 CD 1
Abc Enlarged copy of AB page 8
Abc Cut out character cards from AB p.8
Abc Colored pencils and paper to draw on
Abc flashcards from unit 1
Abc wb and boardmarker
Abc wordcards from unit 1
Abc cut out example sentences for the target language
Abc My little Book of Pirates
Abc blue tack

Main Aims

  • By the end of the lesson the students will be able to use the structures 'Have you got + noun?' and 'Are you +adj.' in the context of describing physical appearance.

Subsidiary Aims

  • To introduce and activate adjectives that are used to describe physical appearance.


Stage 1 (5-8 minutes) • To set the context, to elicit and teach vocab and grammar

Greet the students, tell them your name. Show them enlarged pictures of the page 8 and elicit and / or teach vocabulary boy, girl,pirate, tall, short, thin, fat, young, old, dark, fair, straight, curly, batch, scar, brown, black, fair hair. Drill (they need to know the words in order to do the listening excercise that is to follow. After drilling put the word cards underneath the enlarged pictures. Ask individual students to match the pictures with the wordcards. Tell students : Today we're going to practise asking and answering questions to describe ourselves.

Stage 2 Present and Clarify the target language (8-10 minutes) • To provide context for the target language through a listening excercise

Tell ss : We are going to listen to Alex and Katie. They will ask the children some questions. Listen and tick the correct Picture. Draw ss attention to the example.Hand out the cut up worksheet, play the track, use the pause button after the first example, to make sure that ss are on task. Pause after each example to give students time to tick. Check the answers by saying: In number two, is it a or b? (answers: 2b-straight hair. 3a-dark hair. Elicit from ss the question form ''Have you got+ curly hair?'' Yes I have. No I haven't ''Are you tall/short?'' Yes I am. / No I'm not. Put some example sentences on the wb. Make sure ss don't get the verbs have got and am/is/are mixed up by saying for instance ''Have you got short?'' or Are you a short?'' etc... Make sure the possible combination are visible to all on the board. Tell students that they are now going to play a game using these questions and answers.

Stage 3 (10-12 minutes) • Controlled speaking practice

Invite on confident s to the front, give him/her a character card. Tell him ''This is you. Don't tell your friends who you are.'' Tell the rest of the class : ''WHO is he (point to the enlarged photocopy on wb.. Do you know? Is he 1a, 1b, is he 3b? (point to the card, shrug your shoulders) Ask questions and find out!'' If ss donT react, t ask the first questions then encourages the ss to carry on with other questions. Call another student to the front, demo again. After making sure the ss are are to ask and answer the questions, give them character cards. The ss play the guessing game with a partner.

Stage 4- Semi controlled writing practice. (8-10 minutes) • To use the target language in a personalised context.

Show children a Picture that you have drawn of yourself. Ask them: ''WHO is this?'' ss:''You'' t: ''Yes, it is. I drew a Picture of myself and I describeb myself. Now you do the same.'' The ss are give paper to draw on and colored pencils. After they finish and if there is still time, the ss tell the person sitting next to them about their Picture. (Demo first, with one or two stronger students!!!) End of lesson.

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