Speaking Micro-teaching Lesson Plan

Describe for people’s appearance ?

Students: 20 Level: Upper intermediate Length: 20 minutes Instructor: Julie Kim, Kyung Sook

Materials: ▪ Worksheet 1,2,3 (20 copies) ▪ Conversation (20 copies) ▪ Picture ▪ Paper cup with names ▪ Board and markers

Aims: ▪ Main aim: To enable Ss to improve speaking skills by describing people and speak loud In front of classmate. ▪ Secondary aim: Ss will improve vocabulary by having Ss do worksheet questions and answers. ▪ Personal aims: I want to improve my phonology and grammar skills. I want to improve my ICQ/CCQ delivery. I want to speaking skills and speak loud to students. I want to teach English with confidence.

Language Skills: ▪ Listening -Conversations with different voice each partner and classmates′ speaking ▪ Reading -The explanation of simple remides. ▪ Speaking -Participating an activity, comparing answer within groups. ▪ Writing - Matching and exercise worksheets, experience their own notebook.

Language Skills: ▪ Listening -Conversations with different voice each partner and classmates′ speaking ▪ Reading -The explanation of simple remides. ▪ Speaking -Participating an activity, comparing answer within groups. ▪ Writing - Matching and exercise worksheets, experience their own notebook.

Language Skills: ▪ Speaking: Ss practice conversation with partner and speak loud. ▪ Listening: Ss listen from partner and teacher’s instruction. ▪ Reading: Ss read the conversation and worksheets. ▪ Writing: Ss write on the worksheets.

Language Systems: ▪ Phonology: Sound of different people′s saying and pronunciation ▪ Lexis: Feature vocabulary relate to appearance ▪ Grammar: Describing people ▪ Function: Non to discuss ▪ Discourse: Non to discuss

Assumptions: Students already know ; ▪ Ss are able to express their opinions, ideas and experience in English ▪ The teacher′s style of teaching and the pace of the class ▪ Ss are at an upper-intermediate level and have already known some vocabulary ▪ Ss can describe for people and understand

Anticipated Errors and Solutions: Problems Solution ▪ Finish earlier than expected ▪ Free talk about their family or do worksheet 3 ▪ Not enough time ▪ Cut off post-activity ▪ Know vocabulary and understand well ▪ Talk about recent fashion or hairstyle ▪ Don’t know how to describe ▪ Give more example and encouragement

References: ▪ Touchstone by Michael McCarthy, Jeanne McCarten and Helen Sandiford ▪ www.cambridge.org

Lead-In
Materials:
Time 2min	Set Up Whole class	Procedure: <Greeting> How are you? What did you do yesterday? T: (Induce) I met one of my best friends yesterday. She has a long black hair and glasses. (Ask the Ss) Very nice…!!

Pre-Activity
Materials: Board and markers, Worksheet 1
Time 2min 3min	Set Up Whole class I	Procedure: <Eliciting > Picture (Put on the board the picture with cover the name.) T: (Point to the A person) She is tall and thin. (Point to the picture) They have a different appearance. <Instruction> So, first, I am going to describe someone in our class, you guess and answer. (2-3 Ss) I will give you worksheet 1, match the questions and answers, also write down their name. You have one 1min and do it individually. ICQs What am I going to do? (Describe someone in our class) Are you going to do worksheet with partner? (No. individually) How long do have? (1min) (Ss answering) CCQs Who is the short one wearing the skirt? (Andrea) Who’s Erica? (E) <Checking the answer>
Main Activity
Materials: Conversation, Paper cup , Students names
Time 1min 7min 2min	Set Up Whole class Group work Whole class	Procedure: T: Three times clap. (for attention..!!)^^ <Conversation activity> Instruction T: (Conversation: show and speak) I give you it and I will make two groups A and B. A is Alice, B is Heather (Teacher sharing A and B) We are going to speak twice. Exchanging..!! A to B, B to A. After finished conversation, we will pick up the two names. They are going to converse on the stage. Please, speak out loud when you are front of classmate. ICQs How to speak the conversation when you are on the stage? (Speak out loud.) If call your name how do you do? (Distribute the conversation) First, group work. T: Ok, A group speak first. Alice. B group Heather. T: Good, Exchanging ..!! B group start Alice, and A group Heather. Second, on the stage. T: Pick up the name from this cup. (Ss pick up two people) T: Please, go to on the stage. (Two Ss converse) ( 2 teams more) (Ss are conversation, T checking their speaking (Monitoring); Ss speak out loud or not.) (after conversation) T: Good..! T: Which team spoke loudly? (Give a praise to them) CCQs Do Hayler and Heather look alike? -> No, they totally different. Does she have straight blond hair ? ->Yes, she has straight blond hair ->Yes, she’s got straight blond hair. Does she look like father? ->Yes, she takes after her dad. (Ask Ss bellow two questions that they know what is different.) T: Don’t confuse these questions: What’s she like? = What kind of person is she? (Personality) What does she look like? = Can describe her?(Appearances) T: Ok, Great..!!

Post-Activity
Materials: Worksheet 2, (Extra)Worksheet 3
Time 3min	Set Up Whole class	Procedure: T: What is different appearance and feature? (Ask to Ss) T: (If Ss answer correctly) Good..! (Distribute the worksheet)) Instruction T: I will give you work sheet 2 and read the sentences and match from pictures. I will give you 1min. ICQ How long do you have? (1min) What do you do? (Match) Do you do worksheet 2 with partner ?(No.) (Ss do their worksheet individually) <Checking the answer> (Ss read the sentences with answer) T: Yes.(if Ss answer correctly) <Feedback and Closing> (Ask to Ss the class how was.) T: Can you describe your friend or your family? T: Good job, everyone..!! See you tomorrow..!! Extra time If Ss finish earlier than expected. Free talk about their family or Give a worksheet 3.

Picture

A B C D E F

Conversation

Worksheet 1

1. Look at the people on the picture, and match the questions and answers.

<Questions>

1. Who’s the tall man in the striped shirt?___________

2. Who’s the woman standing next to Donald? __________

3. Who’s the man in the suit?_________

4. Who’s Erica?__________

5. Who’s the muscular guy in the sweater?__________

6. Which one is Andrea?__________

<Answers>

a. She’s the short one wearing the skirt.

b. With his hand in his pocket? That’s John.

c. With the black pants? That’s Donald.

d. Wearing jeans? That’s Bruce.

e. The tall blond one? That’s Jennifer

f. The one with long hair talking to John.

2. Write down their name.

A______________________. B______________________.

C______________________. D______________________.

E______________________. F______________________.

Worksheet 2

What do these people look like? Match the sentences and the people.

He has short hair and green eyes._____

She has short hair._____

He’s bald and he wears glasses.____

She has pierced ears._____

She wears her hair in braids._____

He’s short and a little heavy._____

She has freckles._____

She has long hair and big brown eyes._____

He’s tall and thin with blond hair._____

She has curly hair._____

Worksheet 3

What’s wrong?

Look at the pictures. Correct the three mistakes in each description.

1. Teresa is old. She’s a little heavy. She’s got long blond hair.

She looks a lot like Megan. She’s wearing a black sweater.

2. Megan is young. She’s very thin with long curly hair. She looks a lot like Teresa.

She’s wearing a white sweater.