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Elementary-A2 level


This lesson introduces different question types to ask about character and likes (What does s/he like doing?. The first activity in this lesson moves the Ss away from appearance adjectives in the previous lesson to character adjectives, which will be needed for practice later in the lesson..


Main Aims

  • To provide Ss with clarification and practice of questions to ask about appearance (What does s/he look like?), character (What is s/he like?) and likes (What does s/he like doing?)

Subsidiary Aims

  • To clarify/review adjectives to describe character. To give Ss practice in semi-controlled speaking.


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

T shows the pictures of smileys. Ss try to guess the adjectives about character. Then, T uses the sentences in ex 6 as definitions. Ss match them with the adjectives in ex 7. Ss work in pairs for this. T checks Ss are clear about meaning and that these are character adjectives (not appearance). T drills the adjectives (generous, funny, selfish, reliable, lazy) for pronunciation.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T reminds Ss of the listening from the previous lesson, and the character Leo. T tells Ss he has a new girlfriend and is talking to Tina about her. Ss match Tina’s questions about her with Leo’s answers (ex 9). They work in pairs. Ss listen to the recording (R10.5) to check their matches and find out “Who is Leo’s girlfriend?” Ss to peer-check their answers before the w/c FB.

Clarification of TL-meaning and form (2-4 minutes) • To enable Ss to understand the meaning and form of the TL

T focusses Ss on the meaning/use and form of the target questions by highlighting them. T checks Ss are clear about the differences in meaning/use and form by asking CCQs (What's Barış/Zeki like?-Is he tall and shy?, Is he fat and generous?+ What does he/she look like?-Has he got blue eyes?, Is he tall or thin?, What does he/she like doing? Does he like swimming? Does she like cooking?).

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Ss work together to write questions for the answers in ex 11a. T encourages different pairs to check with each other before Ss listen and check (ex 11b – R10.6). T plays the recording again to drill the questions for pronunciation – or drill them yourself, paying attention to natural pronunciation, contractions and stress placement.

Semi-Controlled Practice (8-10 minutes) • To concept check further and give Ss to practice TL

T gives Ss role-play cards on which there are different characters. Ss will describe the people on the cards to eachother, add the adjectives they learnt.

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