Lesson Plan

20.04.2010

1. Class description: II b Group 1

2. Topic: DESCRIBING A PERSON.

3. Objective: The lesson aims to consolidate expressions used for description of a person and develop speaking and listening skills .

4. Aids: “Connections 3” student’s book & activity book J. Spencer-Kępczyńska A. Maciąg Oxford University Press

5. Plan:

Lesson stage	Activity	Procedure	Interaction	Timing	Anticipated problems	Observations
Warm up	warm up – speaking	-“Good morning students! Sit down, please. Now I’d like to check the list.” And she opens the class register and read aloud the names. - “Now, I’d like you to make pairs. Look at the exercise 3. You can see here 4 photos of criminals. Your task is to find the mugger from our dialogue. You’ve got 2 minutes to decide which one is the mugger. When I ask you, I want you to justify your decision.” - After about 2 minutes the T checks the answers – “First, tell me which one is the mugger?” – the T wants to elicit answer The mugger is C .However, there is a great probability that students give various answers, so the T will ask some more questions – “Who thinks the mugger is A? Ok. now, please tell me why do you think so.” Then the T says – “You have missed one important information. Look back to the dialogue and tell me if the mugger is well-built or slim?” – the T wants to elicit answer He is well-built. – “ This is why your choice is wrong.” - “Who thinks the mugger is B? Ok. now, please tell me why do you think so.” Then the T says – “You have missed one important information. Look back to the dialogue and tell me what the mugger has on his face?” – the T wants to elicit answer He has got sunglasses. – “ This is why your choice is wrong. And what’s more, can you see one more detail on the B’s face? A kind of hair under his nose and on his chick. Do you know how do we call that thing?” If no one knows the answer the T says – “It’s called beard or precisely a goatee.” - “Who thinks the mugger is C ? Ok. now, please tell me why do you think so.” Then the T says – “That’s correct answer!” - “And who can tell me why D isn’t the mugger?” – the T wants to elicit answer He is bald and has a goatee.	T –S S –S	7 min	- Ss may use Polish instead of English. - Ss may have problems justifying their choices. - Ss may not see the difference between ‘glasses’ and ‘sunglasses’.	- Ss sometimes ask T about unknown words. - Some Ss just shoot instead of making reasonable choices.
Free practice	finding out the meaning of the modifiers	“Please stop talking now and look at the exercise 5 on page 21. There you can find a new grammar issue. These modifiers are more or less known to you so your first task is to match them with appropriate sign: minus, plus or double plus according to their meaning.” – then the T checks the answers.	T –S S –T	3 min		- Ss deal well with the matching.
Presentation	modifiers	-“Now please write down a note in your notebooks.”And the T dictates the note: “We can make the meaning of the adjective stronger or weaker using adverbs known as modifiers. Those adverbs can be put into order from the weakest to the strongest: not very > quite/rather > really/very.” Then she translates these modifiers into Polish.	T –S	5 min	- Ss may be unwilling to write down a note.
Controlled practice	grammar exercise – circle the correct form	“ Please look at the exercise 6. You have to use your new information about modifiers to complete the task. You have to decide which of the two items are correct.” The T goes through the sentences helping if necessary.	T –S S –T	3 min	-Ss may mix up ‘quite’ with ‘really’.	- The exercise seems quite easy to the Ss.
Free practice	listening – matching descriptions to the pictures	- “Please look at the exercise 7 on page21. This time it is listening exercise. You should remember the character from our previous lesson as it was almost 40 minutes ago – I mean the mugger. Now we will listen to four descriptions of criminals whose photos you can find in exercise 3. Your task is to match the descriptions to the photos A –D. And of course justify your choices. So I will play the recording twice. Listen carefully.” the T plays the recording. – “Now I’ll play the recording one more time.” After listening the T checks the Ss answers and understanding. – “ Which photo is number 1?” the T wants to elicit answer It is B .- “Ok. and why is it B?” The T wants students to mention features described by a speaker such as He was wearing glasses and got short fair hair. He was well-built. If the students cannot hear the details, the T plays the accurate fragment of recording to make sure everyone understands. - The T repeats the instruction with the remaining three examples.	T – S S –T	10 min	- Ss may have problems if they do not hear the details.	- Sometimes Ss really did not hear the detail so the T plays the fragment of the recording again, making sure everybody catches the information.
Free practice	speaking – work in pairs	- “Ok. students, now please take a look at exercise 8. This time I’d like you to work in pairs. One of you is A and the other is B. B is going to choose one person from the picture but can’t tell the name to the friend. A is going to ask questions about the person and try to identify the correct one. Then swap the roles. The specific questions are written for you. I will listen to your conversations and at the end of the lesson I will choose one or two pairs to present their conversations. If you have any questions or problems, you are welcome to ask me.” – the T walks round the class listening to students talking. If there are many problems with communication, she stops and helps. -“Now it’s time to finish this activity. I hope you enjoyed it. Firstly, I’ll write on the board mistakes I heard.” – she writes a list on the board and explains what is wrong with them. -“ So there comes the time for you to present your conversations. Be aware of the mistakes I’ve written on the board!” – and the T chooses one pair to present the conversation .	T –S S –S S –T	10 min	- Ss may not understand the instruction. - Ss may use Polish instead of English. - Ss may not know certain words, such as: ‘high-heeled shoes’ ‘fringe’ ‘dumpy’ ‘leggy’ ‘skirt’ ‘flowery’. - Ss may misuse the expression ‘What did he/she look like?’ and create sentences like: ‘She looked like fair hair and long legs.’	- A few Ss do not understand the instruction. The T explains it again. - Sometimes they switch on a Polish word to a sentence when they do not know the English equivalent. -Ss ask about words ‘high-heeled shoes’ and ‘skirt’ , some of them search the dictionaries to find words. - There are great problems with the sentence ‘What did he/she look like?’
Termination	-ending a lesson - setting homework	- “It’s time to finish our meeting. At home, please do exercises from activity books on page 16 . Goodbye!”	T –S	2 min