Appearances

Instructor: Kim hyeon jin(Nicole)	Level: Pre-intermediate	Students: 10	Length: 50minutes

Materials:

- White board, Board markers, CD

- Worksheet #1(Words and Idioms): 11 copies (10 copies for each student + 1 extra copy)

- Listening CD & CD player (Dialogue: about 65 seconds)

- Worksheet #2(fill-in-the-blanks): 11 copies (10 copies for each student + 1 extra copy)

- Worksheet #3(True or False): 11 copies (10 copies for each student + 1 extra copy)

Aims:

- To think about individual appearances.

- To learn and to practice new words & idioms.

- To describe with various expressions people.

Language Skills:

- Listening: dialogue CD, students idea, the teacher's instruction and feedback.

- Writing: writing the words & idioms on worksheet, answering on the blanks, homework.

- Reading: words & idioms worksheet.

- Speaking: prediction, comparing idea and answers, discussion in groups.

Language Systems:

- Lexis: words and idioms use to describe their all opinions.

- Phonology: listening to the speaker's dialogue and talking in groups.

- Discourse: discussing in group activity.

- Function: use words and expressions in activities through discussing and thinking about lots of questions and situations.

Assumptions:

Students already know

- teacher's teaching style and pace of the course.

- how the class is set up and run

- most students have described about anybody's appearances.

- most students have thought about their appearance.

Anticipated Errors and Solutions:

- Students may not be able to understand the dialogue and easily.

→ let them listen to the dialogue again until they get understand.

- Students may not be able to fill in the blanks easily.

→ let them listen to the dialogue again until they get the gist.

- Students may have some troubles with new words and idioms.

→ give some explanations and examples to stuednts.

- If Students need time more

→ give enough time to students

- Some students may not be able to speak bravely or quickly.

→ give a chance and enough time to speak.

References:

- Cambridge student's book.

- Times media's File book.

Lead-In
Materials: White board, Board markers
Time	Set up	Procedure
3min	whole class	<Greeting> Good morning, everyone! How was your holiday? What did you do? <Eliciting and Prediction> I'm sure that you have ever thought about your individuality, especially appearances. When are you sensible about your appearance? What do you usually do for your appearance? Have you ever talked about anybody's appearances? (Elicit their thoughts and talking briefly) Good. So today, we're going to listen to a dialogue which is conversation about describing of a man. But, first of all, we are going to learn some words and idioms.

Pre-Activity
Materials: White board, Board markers, Worksheet#1(Words and Idioms)
Time	Set up	Procedure
12min	Whole class Individually In Pairs Whole class	1. Words and Idioms <Instruction> Work individually. Write the correct words or idioms in the blanks of each sentence within 5minutes. <Demonstration> I'll give an example on the white board. This sentences is from English dictionary. What word or Idiom should be here in this blank, between two? <CCQs> Are you working in groups? How much time do you have? Do you write the answer in the each blanks? (Distribute the worksheet #1) -Students do the activity while the teacher monitors discreetly. -Answer to students if they have some questions. (Wait for a while to have students fill in the blanks.) (Prepare: White sentences of worksheet#1 on the white board without answers.) -Give some time warning: 2minutes left, 30 seconds left. (It can be flexible) -When they finished their work, compare to each partner. (couple of students are in each groups.) -Check the answers one by one. What is the answer in this blank Amy? Right. Why did you think that? <Demonstration> -If student cannot answer, elicit from other student. -Give clear feedback to all response of students. 2. Prediction <Instruction> Have you ever met person who is changed their appearance you already know them before change? Who is he or her? What was change? How was your feeling when you saw them? -Elicit vocabulary used to describe the reason and their thoughts. Listen to the dialogue and compare with your experiences.

Main-Activity
Materials: CD&CD player, Worksheet#2(fill-in-the-blanks), Worksheet#3(Part 1.Check☑ True or False), White board, Board markers.
Time	Set up	Procedure
18min 5min	Whole class Individually In Pairs Whole class Individually In Pairs	1. Listening for the Main Idea <Instruction> Listen to the dialogue. Think about what is this talking about. <CCQs> Can you imagine that what are they talking about? (Play the CD player without stopping) Do you want to listen once more? Is it enough? (Be flexible to student's opinion.) What are they talking about? Did you get some vocabulary that we learned today? 2. Listening for the Details <Instruction> -Ok. Listen to the dialogue again. And fill in the blanks on the worksheet #2 individually. <CCQs> What are you suppose to do? Are you working alone? (Distribute the worksheet #2) -Play the CD player. Students write the answers as they listen. Do you want to listen once more? Is it enough? (Be flexible to student's opinion.) Did you done? Compare your answers with your partner. Who is the Max? Do you have any idea about him? Say the answers one by one. Read loudly each sentences by turns. <CCQs> Could you here the answers almost clearly? (Whenever each sentence is read, compare it with the dialogue through playing and pausing the CD player one by one.) <Instruction> Can you remember the details? Let's check True or False in each tables individually in 2minutes. (Distribute the worksheet #3) <CCQs> Are you working in groups? How much time do you have? -Students do the activity individually while the teacher monitors discreetly. Compare your answers with your partner. What is the answer NO.1?

Post-Activity
Materials: White board, Board markers
Time	Set up	Procedure
9min	Whole class In Groups Whole class	1. Free Production <Instruction> You may have experiences similar to this kinds of situation. Have you ever changed your style for your job or others? Have you ever described or talked about our appearances? Who's the most similar with celebrity or any famous? Discuss and describe anybody with your group members. You have 6minutes. <Demonstration> Write on the white board some examples that students said. "Nicole has long and colorful fingernails." "she wears his hair in a ponytail." "Christy has pierced ears." "She rarely wearing short skirt." "Jason is very muscular. he usually wearing black pants." "Runa wears glasses. she wears braids." and so on. <CCQs> Are you working in pairs? How much time do you have? Which expression do you use for your member describes? Monitor and sometimes participate in each group. Give time warning: 1minute left. (Be flexible) Share the students opinions and give some clear feedbacks. 2. Conclude lesson Elicit today's words, idioms and gist for students. <Give a Homework> About you or one of your family or among the friends describe with 10 expressions until tomorrow. <CCQs> How many sentences will you write? When do you give your homework to me? Thanks. You did good job. See you next class tomorrow!

◆ worksheet #1

< Words and Idioms >

Noun	cargo, beard, goatee, moustache
Verb	shave off
Adjective	baggy, spiked

1. The car       go of a ship or plane is the goods that it is carrying.

(example: carg       o pocket pants = big pocket pants)

2. A man's be       ard is the hair that grows in his chin and cheeks.

3. If a piece of clothing is bag       gy, it hangs loosely in your body.

4. If you shave off        part of your body, you remove the hair from it so that it is smooth.

5. A man's moust       ache is the hair that grows in his upper lip.

6. If someone has spi       ked hair, their hair is short and sticks up all over their head.

7. A goat       ee is a very short pointed beard that covers a man's chin but not his cheeks.

◆ worksheet #1 (answer)

< Words and Idioms >

Noun	cargo, beard, goatee, moustache
Verb	shave off
Adjective	baggy, spiked

1. The cargo of a ship or plane is the goods that it is carrying.

(example: cargo pocket pants = big pocket pants)

2. A man's beard is the hair that grows in his chin and cheeks.

3. If a piece of clothing is baggy, it hangs loosely in your body.

4. If you shave off part of your body, you remove the hair from it so that it is smooth.

5. A man's moustache is the hair that grows in his upper lip.

6. If someone has spiked hair, their hair is short and sticks up all over their head.

7. A goatee is a very short pointed beard that covers a man's chin but not his cheeks.

◆ worksheet #2

< Fill-in-the-blanks >

Sally: Do you remember that cool guy in our class last year? Oh, what's his name?

You know... he always wore those b  aggy pants with all the pockets.

Jin: You mean car   go pants.

Sally: Yeah. And he had long hair and a funny little be   ard... what do you call that?

Jin: Do you mean a goatee? Oh, I know. You mean Max!

Sally: That's right. Max. Well, don't look now, but he's sitting right behind you.

And he's wearing a suit, tie and everything.

Jin: A suit and tie? No way!

Sally: Yeah, and he's got short hair. He looks different!

Oh, no. He's coming over. Do you think he heard us?

Jin: I don't think so.... Hi, Max?

Max: Hey, sally, Jin. How are you doing?

Sally: good to see you. you look really different!

Max: Well, I work in a bank now, so I have to look professional. I shav ed o ff my beard, too.

Jin: And your hair is short. I almost didn't recognize you!

Max: Well, life is different now. Ah, do you remember Mandy?

Sally: You mean the one with the spik  ed    pu p  le hair. What's she doing now?

Max: Teaching music. Um... we got married last summer.

Jin: You did? Congratulations! so maybe, no more purple hair for her job, I guess.

Max: Right!

◆ worksheet #2 (Answer)

< Fill-in-the-blanks >

Sally: Do you remember that cool guy in our class last year? Oh, what's his name?

You know... he always wore those baggy pants with all the pockets.

Jin: You mean cargo pants.

Sally: Yeah. And he had long hair and a funny little beard... what do you call that?

Jin: Do you mean a goatee? Oh, I know. You mean Max!

Sally: That's right. Max. Well, don't look now, but he's sitting right behind you.

And he's wearing a suit, tie and everything.

Jin: A suit and tie? No way!

Sally: Yeah, and he's got short hair. He looks different!

Oh, no. He's coming over. Do you think he heard us?

Jin: I don't think so.... Hi, Max?

Max: Hey, sally, Jin. How are you doing?

Sally: good to see you. you look really different!

Max: Well, I work in a bank now, so I have to look professional. I shaved off my beard, too.

Jin: And your hair is short. I almost didn't recognize you!

Max: Well, life is different now. Ah, do you remember Mandy?

Sally: You mean the one with the spiked purple hair. What's she doing now?

Max: Teaching music. Um... we got married last summer.

Jin: You did? Congratulations! so maybe, no more purple hair for her job, I guess.

Max: Right!

◆ worksheet #3

Check(V) True or False

Listen to the rest of their conversation. Check true or false for each sentence.

Questions	True	False
1. Max has to wear a suit for his job.	□	□
2. Max shaved off his moustache.	□	□
3. Mandy has purple and orange hair now.	□	□
4. Mandy is working in a bank now.	□	□
5. Jin says, "Congratulations!" because Max got a job.	□	□

◆ worksheet #3 (Answer)

Check(V) True or False

Listen to the rest of their conversation. Check true or false for each sentence.

Questions	True	False
1. Max has to wear a suit for his job.	☑	□
2. Max shaved off his moustache.	☑	□
3. Mandy has purple and orange hair now.	□	☑
4. Mandy is working in a bank now.	□	☑
5. Jin says, "Congratulations!" because Max got a job.	□	☑