Activity:

Grouping:

Task-type:

Grammatical focus:

Learning Strategy:

Notes:

1

Students brainstorm the teacher's clothing and appearance. Vocabulary and structures written on the board.

Whole class - teacher-centered.

Group brain storming,

Declarative: be, have, be+ing.

Brain storming:

Vocabulary and declarative structures using "be" , "have" and "be+wearing" are elicited/introduced.

2

Students stand back to back and attempt to describe/guess each other's clothing and appearance from memory.

Pairs. Student-centered

Information-gap. Memory-game. Describing exercise.

As above. Possible use of question forms.

Using learning resources from local environment. Guessing. Cooperating.

Creates a realistic need for the structures and vocab. used in the unit. Elicits vocabulary and structures which are directly relevant to the students.

3

Students match short descriptions to a set of cartoon pictures.

Small groups. Student-centered.

Matching text to picture.

As above.

Noticing differences. Matching.

Students read target sentence types and clarify vocabulary by detecting differences.

4

Students answer teacher's questions about the pictures as a group.

Whole class. Teacher centred.

Listening for differences. "Is she wearing jeans? No, she isn't? What IS she wearing?"

Question forms. Negation forms. Do-support.

Noticing differences in vocabulary and grammatical form. Drilling.

Students practice listening. Students are exposed to Wh- and Y/N questions, and to negation with and without do-support.

5

Students play "20-Questions" with people in the class and/or magazine pictures.Teacher demonstrates once.

Small groups. Student-centered.

Deductive questioning game.

Y/N question forms. Negation forms.

Deductive questioning. Observing. Questioning.

Teacher writes example question forms on the board as groups are playing. Provides support as needed.