Berna Berna



In this lesson, the ss will ask and answer questions to describe other people and recognise the sounds / / and / /


Abc Teacher-made phone cards
Abc Answer Keys
Abc Audio CD
Abc Blu tack
Abc Board marker
Abc Colored pencils
Abc Flyswatters
Abc Ipod
Abc Teacher made cards
Abc T-prepared HO
Abc White Board

Main Aims

  • By the end of the lesson, ss will have practised asking and answering questions to describe other people
  • By the end of the lesson, ss will have recognised and produced the sounds / / and / /

Subsidiary Aims

  • To practice listening for specific information in the context of describing people and listening to identify different sounds.
  • To practise aural recognition.
  • To use the target vocabulary in the controlled speaking activities in the context of describing people


Lead in (2-3 minutes) • To set the context to raise interest and revise the previously learnt vocabulary

T greets the ss and asks how they are feeling. Then T shows the ss the flashcards of the target vocab. bit by bit and elicits the answers from the ss. - thin/ fat/ tall/ short/ curly hair/ straight hair/ dark/ fair/ young/ old/ scarf/ scar/ patch/ question mark T provides the answers where needed. The last flashcard will be the "question mark" flashcard. T asks the ss what it is and elicits the answers from the ss. After giving few ss a chance, if they can't come up with the answer, T tells "Question mark". CCQ's - (T shows a sentence card and reads it out loud. )" Yes, she is." Is this a question? ( NO) - (T shows a question card and reads it out loud with intonation. )" Is she short? ." Is this a question? ( YES)

Controlled practice 1 (2-8 minutes) • To provide context for the target structure through a song and practice of listening for specific information

T tells the ss -You're going to listen to a song and with lots of questions. How many questions are there ( showing with fingers)? ICQ - Are you going to count how many normal sentences ( showing the declerative sentence) or questions there are? ( QUESTIONS) T demos the acticity first. T plays the first 30 seconds of the song and says - There are 2 questions so far. Is she young? Is she tall? Do you understand? (YES) T plays the song till the end and asks - How many questions are there? (8 ) T praises the students who got the right answer. T gives the ss the lyrics of the song and asks them sing it and plays the song again. T asks the ss to sing the first part of the song happily and the second part of the song sadly.

Controlled practice 2 / Guess Who (3-11 minutes) • To get ss to consolidate and use what they’ve learnt in the provided context with a controlled activity

T sticks an A3 size of 3 wanted posters on the board nd tells the ss that they're going to play "guess who". T chooses one of the ss and tells him/her to choose one of the pictures but not to tell the T. T turns her back and the S points to the picture that s/he chose to show it to the whole class. Then T chooses anothe S to help her and the T starts asking questions. - Is he young? No, he isnt./ Yes, he is. etc. T enourages the other volunteer S to ask another question. - Has he got black hair?Yes, she has/ No, she hasn't. Each time the T and the S find out something, they eliminate some pictures and flip the picture over. T and the S ask questions until they find the correct picture. T demoes the activity with one more S and tells the ss - You'll do the same thing with your groups. ICQ - How many ss will ask the questions? (2) T puts the ss in groups of 3 and gives the picture cards to each group. T monitors the ss closely. T plays background music. T shakes the tambourine and says - Put the picture cards back in the envelopes and sit back.

Presentation/ Controlled practice 3 (3-10 minutes) • To get the ss recognise the sounds / / and / /

T says "dark" and "short" in an exxegrated way so that the ss will notice the difference in the lip movement. Then T asks - How do my lips/ mouth change when I say these words? and elicits answers from the ss. ( dark- "aaa" short- "ooo") T makes the students produce the same sounds loud, whispering, very loud. Then T puts these two words on the board ( with the phonemes on the pictures) Then T says - We'll listen to some words. Repeat after the each word and when you hear the ( pointing the "dark" card) / / sound STAND UP, when you hear the ( pointing the "short" card) / / sound, CLAP YOUR HANDS. ICQs -What are you doing when you hear / / sound? ( STAND UP) -What are you doing when you hear / / sound? ( CLAP HANDS) T plays the CD and stops after every Word, ss repeat and do the appropriate action. dark- STAND UP short- CLAP HANDS tall- CLAP HANDS car- STAND UP ball- CLAP HANDS scarf- STAND UP small- CLAP HANDS scar- STAND UP T praises all the ss.

Controlled Practice 4/ Smack the right sound (3-8 minutes) • To create awareness of the the sounds / / and / /

T shows the ss the flyswatters and tells the ss -We're going to play snap the right sound game. T sets the rules - You can only smack one time, you can't hit your friend with it and you can't push your friend. T demos the activity. T chooses two strong ss. T asks one of the ss to read the word on the paper ( dark), and then the T and the other S smacks the right sound ( a). Whoever smacks the right sound first gets one point and puts the card under the right column. ICQs - Can you push your friend? ( NO) - Can you smack two times? ( NO- ONE) T puts the ss into two groups ( good/ great) Ss line up and T starts telling the words. After the first word, T tells the ss to give the flyswatters to the next person and go at the back of the line. T tells these words - heart ( a), sport (o), four (o), garden (a), tall ( o), door (o), arm (a), jar (a), fork (o) The class counts how many right words each group has and claps the winner group. T asks the ss to sit down.

Controlled practice 5 (3-5 minutes) • To give the ss chance to practice the sounds / / and / /

T demos the activity first. T sticks the A3 sized wordle on the board. T takes two colored pencils; one purple and one yellow. T tells - Color the /a / sound purple and /o / sound yellow. I'm not going to tell you the word but you have to tell them out loud and decide if it's a / / sound or / / sound. You'll do this with your partner. ICQs T says "ball" and asks the students which color the T should use ( YELLOW) T says "scarf" and asks the students which color the T should use ( PURPLE) Are you going to read the words quietly or out loud? (OUTLOUD) T pairs the ss up and gives the HO to the ss. T monitors the ss and plays background music. T sticks the AK on the walls and the ss check their wordles.

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