TP8, Grammar and functional language.
To provide clarification and practice of present continuous tense in the context of describing people's clothes.
To provide practice of language used to describe people, i.e. 'he's tall/short, he's got dark hair' in the context of describing people in pictures and describing classmates.
Procedure (40-54 minutes)
T asks students what he’s wearing. Ss name as many items of clothing as possible. T asks Ss what other items of clothing they see their classmates wearing. Ss work in pairs and make a list of as many items as possible. T elicits answers from the whole class.
T shows pictures of items of clothing on the board. T asks Ss to name them in pairs. T elicits answers and writes them on the board or nominates some Ss to write them. T models pronunciation and stress of each item and drills. T focuses on ‘trousers, shoes, boots, jeans, shorts, trainers’ T asks Ss what they notice about them (they are all plural) T asks what the singular form is (in E, they are always plural ‘except for shoes, boots, trainers, but they are often used in the plural’) T asks about the colors of the items briefly and drill pronunciation.
T shows pictures of a pretty woman/handsome man (Clooney and Theron) T elicits adjectives to describe them. T asks Ss what the difference is between the three adjective. T elicits/pre-teach the three words. T focuses on the picture of Becca and the description. T draws stick figure of tall and short women. T asks Ss to describe them. T elicits short/tall/very tall. T shows the pictures of Clooney and Theron again. T asks Ss to describe their hair and elicits the correct form “He’s got …. hair” T shows HO (Headway elementary p. 82), and explains the task in ex.1. T divides the class into pairs. Ss work in pairs and describe the people in the pictures using the adjectives and patterns they've just learned. T elicits some answers to round up the activity.
T asks Ss what he’s wearing. T asks a strong student to give the answer. T models a simple sentence in the present continuous. T asks another S what he/she is wearing. S answers following the same model. T elicits answers from a couple of more Ss. Ss work in pairs and do the same thing. T elicits answers from more Ss to round up.
T draws attention to the verbs in the list. T checks understanding by: 1. Miming the first verb “what am I doing?” 2. Asking Ss to mime each of the following verbs. T asks a question about the pictures using one of the verbs and elicits answers. T elicits the question and answer and writes that on the wb. Ss work in pairs or small groups and complete the task in ex.2
T demonstrates ex. 3 by modeling a question and an answer with a strong S (the same question of the lead-in). Ss ask and answer questions “what’s he wearing?” about the pictures in pairs. T elicits some answers and writes them on the board. T elicits structure. T draws a timeline on the board and asks students to say where the point on the timeline when the action is happening. T asks students to work in pairs and make negative sentences and questions. T elicits the question and negative forms and writes examples on the board. T elicit formula for each form from the Ss. T drills pronunciation of abbreviated forms chorally and individually.
T mimes an activity and Ss have to guess what the activity is. Ss make sentences using the present continuous “you are eating”. T divides the class into pairs. T gives Ss strips of paper with actions on them. Ss take turns miming the activities and their partners have to guess the action using the present continuous.