Helen Mardi Helen Mardi

Teaching Practice 1
Pre-Intermediate level


In this session students learn about describing people. They study a speaking and vocabulary part which includes three practices. Here, they learn sentence patterns and some adjectives to describe a person, and they learn how to use them. They categorize the adjectives which are related in groups. All these are followed by a listening part which also contains three parts. In this phase they listen, match the descriptions and the photos, answer some questions about the listening part and finally give feedback about what they learned by talking about the photos and describing the people in the photos.


Abc Handout of the book
Abc Audio CD track
Abc Pictures of people

Main Aims

  • To provide exposure and practice of lexis related to physical descriptions and the usage of these terms

Subsidiary Aims

  • To provide practice of listening for gist and specific detail, and to provide fluency speaking practice in the content of describing people


warmer (2-4 minutes) • To set lesson context and get the students engaged

After the greeting T will stand in front of the class, closer to the Ss and ask theM to describe her. As the students start giving ideas T writes some them on board. T will use the pictures of people on her ipad if necessary. Next, T gives the first handout to the Ss and puts them in groups. Then T asks the Ss to read the sentences in practice 1, in groups, using the words on the board.

Pre-Spesking (5-8 minutes) • To teach more new vocabularies and prepare the Ss for practice 2 & 3

T starts eliciting more vocabularies on adjectives and uses the pictures, body language and questions to elicit more words from Ss. Then T wants Ss to look at their handouts and gives the instructions of practice 2, she will do one example to make the task clear. Then T wants the Ss to put the vocabularies in the correct group. T will then gets feedback and checks the answers with them.

Speaking (2-5 minutes) • To provide Ss with a speaking task and usage of the new language learned

T asks the Ss to read WC the vocabularies aloud for pronunciation check. T puts the Ss in paires and then T asks the Ss to choose a member of their family, or anyone else, talk about the relationship and start describing him/her with the words and patterns they just learned.

Post-Speaking and Pre- Listening (3-5 minutes) • To check Ss's understanding of the words learned and prepare them for the gist listening

T stops Ss and puts them in groups. T chooses one S to stand in front of the class and asks each group to describe him/her in one or two sentences.

Listening for the gist (Gist Listening) (4-5 minutes) • To provide the Ss with less challenging gist listening

Ss will remain in their own groups. T gives the second handout. T wants the Ss to take a look at the pictures first, then listen and match the descriptions with the people on the handout they have. After the listening is finished, T wants the Ss to check their answers in groups and then T asks for feedback WC.

Listening for details ( Detailed Listening) (4-5 minutes) • To provide the Ss with more challenging and detailed information

T gives a little but enough time to the Ss to read the questions in practice 2. Then T plays the listening again and wants them to write the answers fast. Ss check their answers in groups. T checks the answers individually as feddback.

Post-Listening (2-3 minutes) • To provide an opportunity to practice what they have learned and a better feedback for the teacher

In this stage T wants the Ss still sit in their groups, each group chooses a classmate or one of the photos from the handout and starts describing him/her. The other Ss in the group should guess who he/she is describing.

Vocabulary (3-5 minutes) • To provide Ss with extended use of vocabularies, and to learn the difference between LOOK and LOOK LIKE

T shows family photos and ask Ss to describe what the people look like, and talk about the similarities. While Ss give their ideas, T writes some of them on the board and tries to focus on the meaning of "look" & "look like".

Post-Vocabulary (4-5 minutes) • To provide Ss to use their new learned language and gain higher fluency

T asks Ss to sit in pairs and make sentences about themselves and a family member, and try to use "look" and "look like" when comparing.

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