Sarah Abdel Hady Sarah Abdel Hady

Productive skill (speaking)
Elementary level

Description

In this lesson, T shows Ss pictures of local chocolate posters and asks Ss why chocolate companies choose celebrities to be on their posters. T elicits from their answers some adjectives e.g. "because they are attractive, pretty, beautiful, slim, etc." then elicits the word "appearance." T asks each pair to describe photos of famous people using the sentence form (he/she's, he/she has got) to be more student-centered. After that, T pre-teach some adjectives (good-looking, slim, overweight, etc." using visuals, context, synonyms or antonyms and explains that there's kind of adjectives describing people's personality/character such as "friendly, kind, funny, nice, outgoing etc." T models, drills and highlight the pronunciation. For the listening task, T distributes HO1 and asks Ss to read the questions before playing the recording where Ss need to match up while listening. T plays the audio track where Ss complete the table, then Ss check in pairs and T plays the recording again before giving AK as a feedback. For the freer practice (fluency productive speaking), Ss are tasked information gap activity to improve their communication skills. T demonstrate the activity first with Ss then divides Ss into pairs, allow Ss limited time to prepare what they're going to say and think about the description of the people they know. Then Ss describe to each other their chosen people and swap their roles, T monitors closely and taking some notes to provide delayed error correction anonymously on board as a feedback

Materials

Abc Useful language (appearance/character)
Abc Information gap cards - Speaking task
Abc Complete the rule activity - HO2
Abc Matching activity - HO1

Main Aims

  • To provide fluency speaking practice in a conversation in the context of character and appearance description

Subsidiary Aims

  • 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

Lead-in (3-5 minutes) • To set lesson context and engage students

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.

Exposure (pre-teach & detailed listening task) (8-10 minutes) • To provide a model of production expected in coming tasks through listening and pre-teach difficult vocabulary

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.

Guided discovery language clarification (10-15 minutes) • To enable the students to discover the meaning and form of the new adjectives and phrases to describe a person's appearance and personality and know how to ask questions about appearance and personality and to practice pronunciation.

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 .

Productive Speaking Task (15-12 minutes) • To provide an opportunity to practice target productive skills fluently

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.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

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.

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