Marcelo Felipe Marcelo Felipe

TP 5 SP Marcelo Lucano
Elementary level


The aim of this lesson is to provide students with further use of their productive skills, being speaking the main one, this is going to be done through a number of appealing tasks that will be oriented by the teacher.


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice when describing photos

Subsidiary Aims

  • To provide fluency


Lead-in (3-5 minutes) • Have a lead in based on the topic.

T. will introduce the topic by sharing on the screen a Google slide. In it, they will see a situation: Let's have dinner outside. T. let Ss know that this is like a kind of date between a man and a woman Then, T. shows how they are dressed to have dinner outside. The man is dressed very informal while the woman is in a more elegant way. T. also shows a meme between them, with the purpose of engaging students In the second slide, T. introduces the following questions: Who looks good? Is appearance important? The teacher demos the answer by just saying: yes or no. Then he nominates one or two students to answer yes or no. Afterwards, the teacher shows the next slide It has the question: Is appearance important? T. tell students they will be discussing in pairs this question in breakout rooms. However, students just need to answer yes or no then provide their reasons by saying one simple statement. there will be some examples below so they may have a model for their answers. Good personality Good relationships Impress people in social situations Self-confidence They will have 1 minute and a half to do this, once in the main session, The teacher nominates two students to answer the question.

Language Preparation (3-6 minutes) • Give Students language they can use to do the speaking task

T. lets students know that they are about to start the second stage (language preparation) T. shows on-screen another Google slide. There is a big box that has several adjectives in there. There are also two task instructions they are supposed to do: Choose the words you can use to describe people’s appearance Use some words to describe a person you know Students are going to do this in groups. Before the teacher sends them into breakoutrooms. He makes some CCQs to ensure students' understanding. Then he shares the link so students may access the task when speaking This will be done in no more than 2 minutes. Once in the main session, The teacher will nominate some students to share their answers with the class. Then T. will provide short feedback on their performances.

Content preparation (2-4 minutes) • Scaffold the speaking task

For this stage, Students will have already found out the main topic of the lesson. The teacher will share on his screen a Google form in which students are going to find two extracts from conversations. There will be some alternatives below each extra. these are statements that have been taken from the extracts. Students need to choose the alternatives that may be used to describe peoples' appearance. After making CCQs: Are these alternatives from the extracts? Yes, they are. What alternatives do we choose? Describe appearance. Once done this, the teacher will share the link through zoom chat and students will do this individually for 1 minute and a half. Once in the main session, the teacher elicits students' answers by nomination. Afterwards, T. leads students to another Google slide. this time there are several adjectives gathered in two different slides. All of them are used to describe people's appearance. The teacher shows a picture for each and makes drilling with students. For the drilling part, the teacher pronounces the word first then it is followed by students' repetition. (All together at the same time). Next, T. leads students to the next slide in which he will introduce the questions they will be using from that moment on. To do this, there will be on-screen first a similar but simpler question, then T. will nominate one or two students to elicit the right answer. it is very likely for students not to figure out this. Indeed the objective of asking them is to know how much vocabulary they may have about the topic. Can you say the sentence in another form? Once the points mentioned above were done, the teacher shows the question: How does your father look like? The teacher briefly explains that it has the same meaning as the previous one. Afterwards. He leads students to the next slide which has the same question alongside a second one that shares the same grammar structure but this time T. draws students' attention to the right pronunciation of it (intonation, word stress and linking). To make this clearer, there will be some symbols that will allow them to identify the variation in pronunciation, there will also be some IPAs. T. demos the correct pronunciation then he does choral repetition. In the next slide, the answers to the previous questions are going to be introduced by addressing their difference in terms of grammar structures (Use of have / use of be) There will be two statements to exemplify this and one picture for each. The teacher pronounces and does choral repetition. Students will find all the information shown up to this point gathered: Questions (Asking for appearance) and their answers (Describing appearances) T. tells students that this is a summary of what they are expected to do in the following part. For the last part of this stage, students will be sent to breakout rooms to ask their peers the following questions: How does your mother look like? How does your father look like? In order to do this activity, they shall take into account all the previous features. For this, T. will share the link to the Google slide document so they have support material when doing this. Besides, before T. sends students to rooms, he will ensure students' comprehension of the task. Then they will be doing this task for around 2 minutes. Once in the main session, The teacher nominates some students to share their answers. The teacher provides brief feedback.

Speaking (3-6 minutes) • Allow Ss to practice using TL fluently at least twice, (3 times if time allows) with different peers.

Students are told they will go into the final stage of the lesson. For this, T. shares his screen so they may see a Google Document In it, they will see a pair work activity. Describe to your partner one of the pictures (A-D) so he/she needs to discover the correct picture. Then change turns Below these instructions, they will see four pictures of different people they need to describe. Before they start, The teacher makes sure they have completely understood the task by making some CCQs. What do you need to do with your partner? Describe pictures What do you describe? Describe the pictures on the document. How many pictures do you describe? Four pictures. Next, T. shares the link of access through Zoom chat. T. tells them that he will be changing their partners so they have new pairs to interact with. Students are sent into breakout rooms, they will have 3 minutes to do this. Then, once in the main session. The teacher will choose two students. one starts describing to the other one then they change turns.

Feedback (2-4 minutes) • Provide Ss with feedback on content and language based on your monitoring of the task.

Finally, T. will congratulate students for all the effort they were doing throughout the lesson. Afterwards, he will do OCFB. (for this, T. may use a white slide or a Jamboard if necessary)

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