New lesson plan: Describing a picture

zeynep Demir

Describing a picture - Pre-Intermediate level

Describing a picture
Pre-Intermediate level

Description

In this lesson,Students will learn some words and be able to describe a place.

Materials

Lead in Power point

exposure

Handout 1

Handout 2

Lead in Power point

exposure

Handout 1

Handout 2

Main Aims

To provide accuracy speaking practice in a describing in the context of places

Subsidiary Aims

To provide clarification of prepositions of place in the context of describing places

Procedure (39-52 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Reflect three pictures of some cities on the board and ask them "Which one do you prefer to live?Why?"Ss are expected to choose one of them and tell the reason.If they know the structure,some of them may use "there is/are"

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through speaking

Reflect a detailed Picture on the board and ask them to think about what they see in the picture in pairs. CCQs;Are we working alone?-No. Are you writing?-No Are we talking?-Yes Ss are expected to tell what are there in the picture using "there is /are"

Useful Language (5-7 minutes) • To highlight and clarify useful language for coming productive tasks

Reflect the places of some objects in the Van Gogh's painting in correct sentences such as "There is a bed in the room."Highlight the target words and give them clarification of the lexis set. There are two chairs in the bedroom.-Is it more than one?-Yes Are they out of the bedroom?-No There is a coffee-table between the chairs.-Are the chairs more than one?-Yes Is the coffee-table one?-Yes There are pictures on the wall.-Are they under the Wall?No Are they in the Wall?No

Controlled Practice (5-8 minutes) • To check if they pur the lexis set in a sentence.

Change their pairs and ask them to work together.Give them handout 1 and ask them to describe the room.In order to make them encouraged,tell them to get help from the given prompts.Give them 5 mins and reflect the correct answers on the board. ICQs:Are working in pairs?Yes Are we writing?-No

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Give them a handout 2.It is an empty room and ask them to put some object they would like. ICQs;This is your dream room.Work in pairs.Your partner tells you some object to put in the room and write the names of objects.Do not show the room until it finishes.Then switch the roles. CCQs;Are we working in pairs?Yes Are we drawing?-No Are we writing?-Yes Are we showing the room?-No Are we changing the roles when it finishes?-Yes

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

Monitor the Ss and take some notes while doing the Productive activity and write some incorrect sentences on the board and ask whole class why they are incorrect and correct the mistakes. ICQs;Put (x) to the wrong sentence and put a question mark ? Ss are expected to tell why the sentence is incorrect. Put tick (✓) and give some blanks__________ put question mark again(?) Ss are expected to tell the correct sentence.