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 / /
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
Procedure (16-45 minutes)
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)
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.
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.
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.
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.
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.