Thanks for your input, it was much appreciated. I think I have my lesson plan finalised now, could you check it over for me and give me a heads up if there's anything lacking?? Cheers...
Level: Beginner (Elementary)
Lesson Length: 45 Minutes
Objective: Describing a persons appearance
Target Language: Adjectives to describe appearance:
hair (short long, wavy, curly),
age (young, middle-aged, old),
body (tall, short, fat, thin, average),
nose (long, short, large, small),
eyes (large, small),
ears (large, small)
accessories: (glasses, jewellery etc…)
Sentence forming: “s/he has” +adjective
“s/he is” + adjective
Assumed Knowledge: Body parts, colours, clothing, rhyme for head, shoulders, knees and toes
Anticipated Problems: Students may try to use some of the newer words they have learned to describe other body parts (ex. “he has a tall body” or “she has short ears”.
Possibility that some students may want to use the gerund form of has “s/he is having long hair /a tall body / earrings”
Solutions: When pre-teaching unknown vocab, ensure that students know that some adjectives should only be used to describe certain things. Drilling should ensure the students know which ones are suitable.
Ensure that students know that the word have cannot be used in it’s gerund form in this case through controlled practice and drilling
Preparation and Aids: Pictures of different types of people (includes some with just face and some with whole body), white board markers, pictures of people (with names at the bottom) for game of “guess who?”. Homework handout. Picture drawn by myself for activity “draw me!”
1 Warmer. Use the rhyme “head, shoulders, knees and toes” (this rhyme will have been used previously when teaching the students body parts) to refresh the students memory of body parts T-S S-S 5 minutes
2 Plenary. Write body parts on the board and ensure all students understand S-T 2 minutes
3 Presentation: present a picture of a person to the class, ask them to describe him/her, including clothing/accessories etc… elicit as much as possible “s/he is…” s/he has…” Do this twice, using different pictures (make it personal by asking the students to name the person) T-S 5 minutes
4 Show table on the board setting out “s/he is…” and s/he has…” +adjective (long/short/curly hair, large/small eyes etc…). Ask the students to describe two to three more pictures using the words on the board T-S S-T 5 minutes
5 Pair work: students describe their partner . Plenary. PW S-S S-T 3 minutes
6 Presentation: line up four to five pictures on the board (either just face or whole body). Describe a person and ask the student to shout BINGO! (put their hand in the air) when they think they know who it is.
This can also be done by placing the four or five pictures around the room and asking the students to “find” the person I am describing. T-S 3 minutes
7 Pair Work: divide the students into different pairs, give them five pictures for use in “Guess Who?” Every student should have a chance at describing one person from the five given. PW S-S 8 minutes
8 Plenary: write any grammatical errors on the board, drill. T-S 5 minutes
9 Presentation: (Possibly earlier stage??) Place my own hand drawn picture on the board face down. Ask students to draw the person I am describing. At the end of the activity turn over my drawing and students can check to see if their pictures are correct T-S 2 minutes
10 Presenation: Ask student to come up to the board, give them another hand drawn picture and ask them to describe the person to the class. Choose two to three more to do the same.
Plenary: check students understanding. Drill once again. S-T T-S 6 minutes
11 Homework: give the students a handout which includes the table of “s/he is…” s/he has…”. Ask them to go home and write down a description of two people they know, 1 Minute