Maria Dora Pavel Maria Dora Pavel

My friends
Beginners level


In this lesson ss revise 'Who is s/he?' 'S/he is..... a princess/prince.' and learn to make short descriptions of people and to recognize different people upon hearing their description. They will say and write 'He's got fair hair/She's got blue eyes.'


Abc Carol Read, "Footprints 1", SB, Macmillan
Abc Carol Read, "Footprints 1", AB, Macmillan
Abc PPS Hans and Elsa
Abc Footprints1 Class CD
Abc Flashcards
Abc Projector
Abc WB
Abc Sally's Family HO

Main Aims

  • By the end of the lesson the ss will have practised making short oral descriptions of people in the context of family and friends.

Subsidiary Aims

  • To revise 'Who's s/he?' 'S/he is ....' and write short descriptions of people.


Lead-in (5-5 minutes) • To activate ss' schemata and revise He is/she is from the previous lesson.

Greet the ss. Uncover Hans' picture and elicit his name. Ask 'Who is he?' What is he? Is he a frog?'....Elicit 'prince'. Repeat for Elsa. Ask what colour their hair and eyes are using prompts. Ask ss to write the colours in the gaps on the WB.

Song (4-5 minutes) • To get ss to practise TL singing.

Eliciting descriptions of 2-3 children in the class. Introduce the 2 friends. Tell ss they are going to listen to a song about them. They should find out about the girl's and the boy's eyes and hair colour. Play the CD, stop to check info about the girl. Play the CD. Check about the boy. Project the picture and ss check their answers. Ask them to sing the song and point to their hair and eyes. Divide ss into 2 groups. First group sings the first line. second-the second line, a.s.o. Then they swap. Play the CD again.

Game (5-7 minutes) • To check ss' understanding of the target language.

Divide the class into 2 groups, make them sit on the floor. 2 ss from each team comes to the front. They hear a description of a person and they have to touch the corresponding flashcard. If there is an odd no. of ss, one will be the T, and T will keep the score.

Pairwork (5-6 minutes) • To get ss to practise TL in speaking.

Put ss in pairs. Project the picture of the 6 children. Write the sentence structure on the board. Instruct ss to work in pairs, choose a child, describe him/her so his/her partner can guess the number of the child. Model the activity with 2 s at the board. Ss work in pairs, describe children and guess.

Sally's family. (14-16 minutes) • To get ss to read and write using the TL

Break this task into small stages. 1.Introduce your friend Sally by projecting her family picture. Tell students to read the text and write the name under each family member. Model the first sentence. Give them 2 min. to look at the picture and write the names. Ask individual ss to come to the boar to write a name. 2. Ask ss to look at the info in the table. Teach the noun 'fur'. Tell them to write sentences using the info in the table and the given sentence structure. Put the structure on WB, model a sentence yourself, then invite a ss to write the second sentence. Ss write the sentences in their HO, then they do peer check. WCFB on the board. If time allows let ss colour the eyes and hair of the family members according to the sentences.

Frodo's magic help -if time permits (5 minutes) • To help students get the pronunciation of words with // and /ð/

Using the picture from the previous activity, elicit pronunciation of mother, father, brother. Add mouth and three. Draw their attention to the voiced sound and to the silent one. Have them whisper. Drill.

Ending the lesson (1-1 minutes) • To praise the ss and conclude the lesson

Praise ss for their good work and say goodbye.

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