Describing People Lesson
To provide gist, specific information, detailed, deduction and inference listening practice using an audio about Describing people in the context of Talking About People
To provide fluency speaking practice in a Conversation in the context of Talking About People
Procedure (38-46 minutes)
1. I will begin my lesson with the learning outcomes "By the end of this lesson, learners will be better able to: 1. Interpret a listening text accurately. 2. Apply their listening for gist, specific information, and detailed listening skills to different tasks. 3. Use what they learned in a final speaking activity.", will ask someone to read them and ask everyone if everything is clear or not. 2. I will show them the collage picture of the different people (refer to appendix document, picture 1) and ask them: - What can you see here? Pictures of different people. - What is different about them? Their looks/features and their personalities. If I could not elicit similar answers I can ask them further about each picture separately, for example: - Can you say one word about the man on the bottom right from what you can see? Sad/ Depressed. - How about the girl on his left? Embarrassed/ Shy. - Do you like the appearance of the girl on the top left?? Yes. Why? (Answer can be anything that describes her). - And the man who is right under her picture, does he have the same appearance? No. Then, what makes him different? (Any difference that describes him) - What can you see in the picture in the middle right? An intelligent/ smart boy. - So, can you guess from what we have here and what we said what the lesson is about? Describing people. 3. I will ask them about the next picture (refer to appendix document, picture 2): - What can you see in this picture? A father and his son. - Do they have anything in common? Yes What is it? They look like each other/ They both have red hair. So, which words do we use together to say that two people look similar? The boy and the father.... each other (look like). This is to convey the meaning of the blocking vocabulary words needed. 4. From this point, I will drill "Look like" individually and chorally, show its form saying that "Look like someone/something" is a phrasal verb, and provide a written example (Why did you color your face? You look like a clown). Then, ask Concept Checking Questions - CCQs: - Are the 2 things/people similar in their appearance or different? Similar. - Do they have common features? Yes, they do.
1. Display some MCQs on the screen that are targeting gist and scanning listening skills, and ask them to listen to the main text (I will also send it to them on the WhatsApp group just in case) and answer the questions (audio is attached in this same email). They have a 1.38 mins (which is the duration of the audio) and will do this individually, but first I will double-check their understanding of what is being said using ICQs: What are we going to do exactly? Listen to the audio while answering these questions. How much time do we have? 1.38 mins. Are we going to do this individually or in a group? Individually. The questions: Q1: What is the main idea of the text? A boy describing his… a) Subject teachers. b) First school day. c) New school friends. Answer: C Q2: Patrick has short, brown, straight hair. a) True. b) False. Answer: B Q3: Tom says Patrick . . . . a) is short b) likes him c) is tall Answer: C Q4: Who is a talkative person? a) Tom's teacher. b) Patrick. c) Tom. Answer: B Q5: Who looks like Harry Potter? (A) Marcel (B) Tom (C) Patrick Answer: A Q6: Tom and ____ like to talk about video games at lunch. a) Marcel. b) Dad. c) Patrick. Answer: A Q7: What are Tom and Dad going to do? a) go shopping b) play a game c) go out Answer: B 2. When they are done I will ask someone to answer the first question and get the others' consensus, if they have different opinions, I will listen to them. Then, this person nominates the next person, and the process is repeated till we are done with all the questions. Lastly, I will show them the answers to this activity as a feedback for them to compare.
1. They will listen again to part of the audio while filling in he gaps of the missing parts. This targets their detailed listening skills. They have the same amount of time and will do it individually. Also ICQs then start: Dad: Hey, Tom, tell me. Do you have any new (1)________ in school this year? Tom: Yup. Dad: Well, tell me about them. What are their names? Tom: Well, there’s Patrick and then there’s Marcel. Dad: Tell me about Patrick first. What does he (2) _____ ________? Tom: Oh, I don’t know. He’s got short, black, (3) ____________ _______, like me, but he’s a little taller than I am. Dad: And (4) ___________ _____ _______? What kind of person is he? Tom: He’s pretty (5) __________________. He’s always telling jokes in class. Sometimes the teacher gets (6) __________________, though, because he’s so (7) __________________ in class. Dad: I hope you don’t talk too much in class! Tom: No, I don’t. I don’t have to. Patrick just keeps on talking and talking . . . . Dad: And so, tell me about Marcel. What does he look like? Tom: He’s a lot (8) __________________ than Patrick. And he has brown hair, a (9) __________________ face, and he wears (10) __________________. I think he looks like Harry Potter. Dad: Hey, can he do (11) __________________? Tom: Who? Harry Potter? Dad: No, your friend, Marcel. Tom: Uh, (12) __________________, … I don’t know! Dad: And so, what kind of person is Marcel? Tom: He’s (13) __________________ __________________, I guess. We both like to play video games. And we always talk about video games at lunch. Dad: Video games, huh? Hey, . . . Mom’s out (14) __________________ right now. So, um, do you want to play that new video game that you got last week? What’s it called . . . Minecraft, or something like that? Tom: Okay! 1) friends 2) look like 3) straight hair 4) what’s he like 5) funny 6) upset 7) talkative 8) shorter 9) round 10) glasses 11) magic 12) maybe 13) like me 14) shopping I will ask them if they need me to repeat playing the audio or not. 4. I can divide them into 2 groups to check their answers with each other (they have 5 mins), will ask them my ICQs: What are we going to do in groups? Check our answers to this activity together. How much time do we have? 5 mins. When they return, I ask one of the groups to answer the first 7 questions, and get the other group's consensus. Then the same process will be repeated but with the second group and the second part of questions. I will finally show them the correct answers to the activity to compare.
1. The first activity in this stage is "Match The Pictures With Their Adjectives" which stimulates their inference and deduction skills. I will use different adjectives that describe people, which were mentioned in the text and ask them to match each adjective to its picture (please refer to the matching activity screenshot in the appendix document and its answers). I will divide them into 2 groups, ask them to solve this together in 4 mins, and if they need to get back to the text, they have it with them, then will ask my ICQs: What will we do? Match the pictures with the adjectives that describe them. How much time do we have? 4 mins. Will we do this alone or in groups? In groups. 2. Again, I will monitor them quietly in their breakout rooms to make sure all is okay, they are not stuck, everyone is participating, and they are not talking in Arabic. 3. When they return I will ask one group to say their answers and get the other group's consensus. 4. The final activity will be "Describe Your Best Friend" in which: In pairs: Student A: Will describe her best friend to her partner. Student B: Will draw a picture of what she hears. Then, they will share the picture on our WhatsApp group and the descriptions with us when they return from their breakout rooms. They have 3 mins. I will ask them my ICQs about what exactly are we going to do, whether it is in groups, pairs, or individually, and the amount of time provided (3 mins) and will monitor them and take any notes in case anyone says something inaccurate while speaking like incorrect grammar or vocabulary. I will do this note-taking as well when they are demonstrating their answers in the main room. We can have a 2 mins correction slot to reflect on any action points. This activity will be more of a fun activity which will make them confident and interested to practice speaking. 5. I will double-check if they achieved the learning outcomes: Learners should be now better able to: 1. Interpret a listening text accurately. 2. Apply their listening for gist, specific information, and detailed listening skills to different tasks. 3. Use what they learned in a final speaking activity. And thank them for their efforts, attention and cooperation.