Kate Demirtaş Kate Demirtaş

Elementary level


In this lesson students revise words for clothes as well as learn new vocabulary for appearance in the context of a listening task, which is based on choosing the right model for an advertisement of a chocolate bar.


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Main Aims

  • To provide Ss with clarification and practice of vocabulary to describe people’s appearance in the context of choosing someone for an advertising poster.

Subsidiary Aims

  • To give Ss practice in listening for specific information and detail. To give Ss practice is “have/has got” and “be” when describing people’s appearance. To review clothes vocabulary.


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students.

Greet the Ss. Ask them a few questions related to the previous lesson e.g. Did you sleep well last night? Why/Why not, Did you work hard today? Why/Why not Choose 4 volunteer from Ss and ask them to come to the front. Ask the rest of the Ss to look carefully at the volunteers and memorize as many details as they can. After around 30s the volunteer Ss leave the classroom. The rest of Ss work in pairs and prepare a short description of what the volunteers are wearing. I elicit the words and write them on the board. After 2 mins the volunteers come back to the classroom and we check the answers all together. Encourage Ss to use 'He/She’s wearing'.

Focus on lexis (8-10 minutes) • To introduce Ss to target vocab, to focus them on meaning & pronunciation

Pre-teach the nouns appearance and race by eliciting. Put Ss in pairs, distribute the vocabulary cards and appearance category table prepared by me. Ss match the vocabulary from the cards to the categories in the table by filling it up. Give Ss 3 minutes to do the task in pairs. In the meantime, quickly draw a similar category table on the w/b. Elicit vocabulary- category pairs-from the Ss and ask them to stick the cards to the board. Make sure all Ss know the vocabulary. Drill the pronunciation of the most difficult ones e.g. beautiful, overweight, good-looking, attractive, a moustache. Mark the word stress on the w/b.

Focus on form (3-6 minutes) • To give Ss practice of “have/has got” and “be” when describing people’s appearance.

Write have/has got and be with two different colours on the w/b. Elicit from the Ss which form goes with which vocabulary item. Draw correct colour star next to each vocabulary item. Ask each student to make two sentences describing appearance of their partner sitting next to them. Drill the pronunciation of contracted forms of the verbs have got and be.

Pre-listening (3-5 minutes) • To get Ss interested in the listening.

Stick 4 pictures of the advertisement candidates to the wall. Ask Ss who do they think would be the best for a chocolate bar advertisement and why.

Listening (10-12 minutes) • To listen for specific information

Explain to Ss they will listen to two people working at the advertising agency who have to choose the right person for advertisement of a chocolate bar. Explain Ss they have to put the people they talk about in order. Distribute empty sheets of paper so that Ss can take notes. After the listening is finished the Ss work in pairs to compare their answers. Play the recording again. Clarify the answers through the whole class feedback. Explain to Ss they will listen to the same people making their final decision. Ask Ss who do they think will become the model of the chocolate bar, and why. Play the recording. Ask Ss if their predictions were true or not, and who got the job.

Speaking (4-6 minutes) • To give Ss speaking practice and to personalise the topic.

Ask Ss if they remember any chocolate/chocolate bar advertisement in Turkey. If they do ask who was in the advertisement and if they like that person, why/why not. Write the question form the listening script. 'Do beautiful people eat chocolate?' and ask Ss for their opinions.

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