Teacher : B.
Laila
level : 7th grade Textbook: English Spotlight
Unit 1: Nice to meet you Estimated time : 55 min
Lesson 5: He is tall Topic: He is tall
Skills integrated: All four skills References/ Materials: Textbook, audio tape, WB
objectives: By the end of this session, students should be able to:
• Identify and use vocabulary related to family members
• Ask and talk about family members
• Use adjective pronouns (my, your, his, her)
Stages/ Timing Lesson Procedures/ Activities Mode of work
• T. welcomes and greets SS T/SS
Warm up • Review: SS unscramble family related vocabulary
trehom – ftrhgndarae – tsries T/SS
Listen1(A)
Look • T points out the picture of the two students, and says They are friends. What are they looking at? (a phone). She is T/SS
And listen showing him a picture. Let’s listen.
• T plays the audio, and says Who is talking? (the girl) Who are they talking about? (her brother and her sister). Then, SS/T
(p28) plays the audio again.
• T asks the SS to read the dialog in pairs.
Listen2(B)
• T points out the pictures and says the words. SS point to them. Then, say the words again and repeat for
pronunciation practice.
T/SS
Speaking • T points out the sentences related to the pictures in (B. p28). Then models the activity by saying one of the SS/SS
sentences and eliciting students to point. For example, read He is big. Elicit students to point to the man with
practice the blue shirt.
• T pairs students to do the exercise, and monitors. T/SS
T/SS
Write the • T points out the words in the Word Box and the pictures, and says Write a word for each picture.
• T monitors students’ work. And has SS check their answers with a partner. SS/SS
words
• T points to each picture and ask What’s the word for this picture? Then calls on SS with raised hands. SS/T
(p.29)
• T models the activity by drawing a picture of a person she knows on the board, and write sentences about the T/SS
Draw person underneath the picture
(This is my ______. She/He is _______. She/He is ______.) T/SS
And talk
• T reads the sentences aloud. points to the empty box and sentence frames in the book and says Draw a picture
of a person. Write 3 sentences about the person.
• T puts SS in groups of 4. SS share their pictures and read their sentences about the person. SS/SS
1. Circle the words you hear.
• T points out the language box. Asks a tall student to come to the front of the classroom. Then asks Is he tall? T/SS
Eliciting a response. (Yes, he is.) . Is he short? (No, he isn’t.)
Listen
• SS listen to the conversation and circle the words they hear. T/SS
• T plays the audio. Monitor students’ work. Then, have pairs share their answers with a partner.
• T plays the audio again to have SS check their answers, review the answers by asking two SS to read the SS/T
conversation aloud.
2. Listen again and choose the picture.
• T shows SS the picture of 4 people. Tell students to listen again and choose the correct person. T/SS
• T plays the audio, and asks SS to show their fingers (1, 2, 3, 4) for the correct person. SS/T
•
Write the • T points out the scrambled sentences. Gestures the meaning of correct order with your hands and say Write the T/SS
words in the words in the correct order.
• T and SS do the first item together. Writes the scrambled sentence on the board SS/T
correct order.
• T points out the question mark. Say We use question marks for questions.
punctuation • SS complete the rest of the exercise individually. T monitors their work and answer any questions. SS/T
• T asks volunteers to write the sentences on the board to review the answers. SS/T
• Recreate the first line of the chart on the board. Model the activity with the students. Ask How can we ask the T/SS
Use question for the things in the chart? Elicit questions such as What’s your father’s name? Is he tall?
• SS ask the T the questions about her father. T responds and have a student check the boxes in the chart on the
Talk with a
board.
partner • Pair students. Say Ask your partner the questions about their family. Listen and check. SS/SS
• Monitor their pair work. SS/T
• T closes the activity by asking a few SS to tell the class about a few members of their partner’s family.
• T provides sentence frames for the reporting. My partner’s father’s name is _________. He/She SS/T
• is ________. He/She is _______.
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