Lesson script
2nd educational stage, English
Content area:
Developing foreign language communication competenceDetailed requirements:
Student (4.1) describes people, objects and places in several sentences, using a pattern.Topic
: Describing peopleDuration
: 45 minutesDetailed goals regarding the range of information
Student:
Knows appearance related vocabulary;
Knows different types of clothes;
Knows adjectives that describe mood;
Knows basic structures used to describe people.
Detailed goals regarding the range of skills
Student:
Can take notes from a film;
Can describe people’s appearance and clothes;
Can recognise a person’s mood;
Develops listening comprehension;
Develops communication skills.
Detailed goals regarding attitudes
Student:
Learns to cooperate with other students;
Learns to listen to others;
Learns to respect people regardless of their appearance.
Methods
Brainstorming; presentation; communication gap; personalization; whole class, small groups, pairs, individual work.
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Forms and venue
Forms: individual, pairwork, groupwork, whole class.
Classes are to be held in the classroom.
Materials and teaching aids
Educational video; worksheets (A and B) for each pair of students; computer and multimedia projector; board.
Multimedia resources
Film: Different people, young and old
Worksheet: Describing people
Online dictionary
Lesson plan/procedure
1 Warm-up
Interaction forms: groupwork Duration: 4 minutes
Teacher divides students into small groups (3–4 students). They have two minutes to brainstorm for adjectives to describe appearance and write them down. Then, teacher asks students to count their words. The group with the longest list of correct adjectives win.
Teacher writes down all the words on the board.
2 Main stage
2.1. Introduction of the target language – film Interaction forms: individual, whole class Duration: 18 minutes
Teacher tells students that they will watch a short film about different people and their appearance. The film is played once through. Teacher puts the key phrases used in the film on the board in four groups:
● clothes (He (always/usually) wears ..., (Today) she is wearing ..., She’s ... dressed),
● appearance (She has ..., He is ...),
● occupation (She looks like a ..., He looks like he might be ..., She looks like she works ...), 2
● mood (She/He looks (very) ...).
Then teacher plays the film again, this time pausing after each person. Students’ task is to note down the key words needed to describe that person.
Finally, the film is played a third time. Teacher pauses after each person and elicits from students the relevant description of potential occupation, appearance, clothing and mood.
He/She can appoint individual students to carry out the task.
2.2. Target language practice – worksheet (communication gap) Interaction forms: pairs, whole class
Duration: 10 minutes
Students work in pairs. Teacher distributes worksheets, A and B, to each pair of students.
He/She explains that on their worksheet each student has pictures of three people (out of six), while their partner has the other three. They have to share information in order to complete their worksheets.
Students take it in turns to describe their pictures to each other, trying to use as many relevant words and phrases as possible. The student taking notes can ask clarifying questions to get more details, if necessary.
Finally, answers are shared in open class.
2.3. Consolidation of the target language – personalisation Interaction forms: small groups
Duration: 10 minutes
Teacher arranges students into small groups. One student from the group chooses any person present in the classroom (a classmate or the teacher) and describes what he/she is wearing to the other students. The descriptions may include appearance and mood, as well.
The other students have to guess who the person is. Students take it in turns to choose and describe people.
3 Closing stage
Interaction forms: whole class Duration: 3 minutes
To conclude the lesson, teacher elicits the vocabulary and structures practised, correcting pronunciation or errors where necessary.
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Students will need this language for homework: they should describe (in writing) their best friend/sibling/parent, giving as many details as possible.
Additional information
Teacher advises students that the www.scholaris.pl website offers a computer application in the form of a multimedia dictionary presenting correct pronunciation together with
translations of words and phrases learned during the lesson.
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