Productive skill (speaking)
To provide fluency speaking practice in a conversation in the context of character and appearance description
To provide clarification of meaning, form and pronunciation of language used for asking and giving general description in the context of character and appearance description
Procedure (38-45 minutes)
Greet Ss with a warm smile and eye-contact to establish positive rapport, starts with a personalized discussion if they like chocolate, what kind of chocolate they like then presents a chocolate poster and ask Ss why chocolate companies choose celebrities on their ads/chocolate posters. I elicit from their answers some adjectives such as pretty, beautiful, attractive. After I elicit "appearance", I scaffold them with some adjectives written on the board and ask Ss in pairs to describe their partners' appearance using the sentence form (he/she's or he/she has got.) To be more student-centered I nominate few of them with a content feedback.
Introduce the difficult adjectives and phrases as a pre-teach: 1) outgoing (adjective) Definition: what do we call a friendly person who likes meeting new people. CCQs: If you're an outgoing person: 1- Do you like meeting new people? (Yes) 2- Are you a friendly and energetic person? (Yes) Model, drill and highlight the stressed and the velar nasal /ŋ/ sound 2) attractive (adjective) Synonyms: beautiful, pretty 3) middle-aged (adjective) Context: what do we call people between the ages of 40s and 60s? Give Ss 5-10 sec to think, then I can say it twice first, drill and highlight the stressed sound on the board. 4) overweight (adjective) Visual & synonym: overweight is more polite than (fat) 5) slim (adjective) Visual & synonym is more attractive than (thin) 6) good-looking (adjective) Synonyms; usually for men means beautiful for women. Set the listening task: 1) Introduce the speakers, "you're going to listen to a conversation between two speakers where Tina is asking Leo about his new girlfriend.", listen and match the questions to the answers. 2) Chest the HO1 and tell Ss that the questions are in order. 3) Ask ICQs: - How many people are you listening to? (Two) - Whom are they talking about? (Leo's new girlfriend) - How many sentences will you match? (Three for each column) 4) Distribute HO1 and allow them 30 seconds to read the questions, and try to match them up before they listen. Also I can ask them who Leo's new girlfriend is to get their attention. 5) Play the audio then, pause to check the first question with the whole class. 5) Resume the recording and keep monitoring to check if they need to listen again. 6) Play it one more time if I find most of Ss were confusing. 7) Ask them to check in pairs. 8) Provide answer key for feedback.
I assign the following tasks and distribute the worksheet – HO2 with guided discovery questions to let Ss discover how to use question with (like) to ask about a person's character, appearance and free time interests. These exercises will help Ss to elicit the meaning through answering written CCQs then I provide a whole class feedback. After that, I let Ss elicit the form before I model and drill the useful language to clarify pronunciation and highlight stress on the board. 1) Divide Ss into pairs and ask them to choose then complete the grammatical form with (like) questions. 2) Ask ICQs: - How many choose questions will you answer? (Three) - How many sentences will you complete? (Three) 3) Monitor closely to provide any private assistance for weak Ss if needed. 4) Provide AK for feedback. Model, drill and highlight (stress and intonation) for pronunciation features. Then I elicit and highlight the grammatical form on the board as a written record .
1) Set speaking task: - Have Ss work on their own and write names of their friends they want to describe on a piece of paper (blank paper.) - Provide Ss with useful language prompts and information gap cards (questions to answer) - Divide Ss into pairs SA & SB after a while have them change their roles. - Demonstrate the activity myself first by writing my friend's name on the board and invite Ss to ask about my friend. 2) Preparation time - allow 5 minutes for Ss to make notes and prepare what they're going to say (think about their friends' appearance, personality and their free time interests) 3) Task - Ss work in pairs, tell each other about the description of their chosen people then swap their roles.
While Ss are working and preparing for speaking task, I monitor closely, providing private assistance if needed and take some notes to give a delayed content/linguistic feedback. I praise good sentences and correct errors anonymously on board.