Ministry of public education of the republic of uzbekistan

A ctivity 4 Exploring a
pre-writing activity
Time: 25 min
Materials: none
.

	Possible questions	yes	no	sometimes
1	Do you observe your colleagues’ lessons?
2	Do your colleagues observe your lessons?
3	Do you like to observe lessons?
4	Do you like to be observed?
5	Is lesson observation very effective?
6	Is lesson observation waste of time?
7
8

• 
  Ask the participants to work in groups of 6/7. Ask them to ask each other questions and count the answers. Give them 5 minutes.
  
• 
  After 5 minutes ask the groups to report and put numbers from all groups in the table. Say that this can be used for writing a report.
  
• 
  Put a poster with language the participants can use in their writing.
  

- Almost everybody - The majority of people - A minority of people -Only a few people

reported that … said that ... thought that … complained that

• 
  Ask the participants whether this poster can help participants to write a report. Ask the following questions:
  

1. 
   How can we change the activity for our pupils? (answer key: change the topic and questions etc)
   
2. 
   How can this activity help pupils to write?
   
3. 
   W ill it be interesting for pupils?
   

Activity 5
Reflection
Time: 10 min


WEEK II. 13.03.2015

Personal description

Duration: 80 min
Objectives:

• 
  to develop and broaden knowledge of character description vocabulary; to raise speaking skills
  

Activity 1. How to
Describe a Person's
Physical Appearance
Time: 15 min
Materials: Handout 1
Handout 1

Part 1: The quick once over Take in the whole person. Start with the big stuff, the things that are easy to describe. Are they tall, short, wide, thin, young, or old? Take a quick look at the picture below, then describe what you see. You can tell with just the silhouette that they are: Young Average height Short hair Male Casually dressed Musician

Part 2: The main event Get specific here. It's time to focus on the details: person's face: shape, colour; eyes, eyebrows; nose: shape, size; mouth: clamped or smiling movement gestures, way of speaking

A ctivity 2. What kind
of the best friend do
you have?
Time: 15 min
Materials: Handout 2

Handout 2

	Yes	No
Is your friend usually in a good mood?
Is it important for your friend to be successful in whatever he/she does?
Does your friend notice your feelings?
Does your friend often give presents, or pay for lunch or a coffee?
Does your friend work hard?
Does your friend become angry or annoyed if he/she has to wait for something or someone?
Can you trust your friend with a secret?
Does your friend listen well when you are speaking?
Does your friend keep his/her feelings to him/herself?
Is your friend usually not worried by things, no matter what happens?
Does your friend often change his/her opinion about things?
Does your friend often postpone things he/she has to do?
Is your friend happy one moment and then sad the next?
Does your friend like to be with people?

• 
  Say that now they have to sum the info about their friends using the following adjectives:
  

generous easygoing ambitious cheerful hardworking trustworthy impatient

optimistic sensitive moody sociable indecisive reserved lazy attentive

Activity 3: Use of
idioms. Appearance
Time: 20 min
Materials: Handout 3

Handout 3

Idioms/ figurative expressions:	Your sample:
1 to take after eg – Do you take after your mother or father? – I think I look more like my mother. For a trainer: to resemble, look like (especially an older relative)
2 as right as rain eg Though Tom is 69, he is as right as rain. He works in the garden since morning till night. For a trainer: perfectly sound or healthy
3 to look like two peas in a pod / to be a carbon copy of eg While you were talking in the study I was looking at you, you are like two peas in a pod – you and the boy. For a trainer: to look completely alike / to resemble sb or sth very closely
4 to be as different as night and day eg Though they are sisters they are as different as day and night both in appearance and in character. For a trainer: to be completely different
5 to bear one's age well eg Though an old man, he bears his age wonderfully well. For a trainer: to look younger than you really are
6 to know sb by sight eg I wasn’t acquainted with him and I had never once spoken to him. I knew him only by sight. For a trainer: to know sb by his appearance only (without being acquainted with him)
7 to stand out eg Don was wearing blue jeans and a torn T-shirt, while all the other guests had on formal dinner wear. He really stood out. For a trainer: to be noticeable
8 to have (got) two left feet / to be as a bull in a china shop eg He said that one of the lady-dancers had two left feet. For a trainer: to be an awkward, clumsy person
9 as quiet as a mouse eg When the teacher walked into the room, each student was at his desk, reading a book, as quiet as a mouse. For a trainer: making almost no noise and not talking much
10 to dress impeccably / immaculately eg He is always dressed immaculately, clean-shaven and perfumed. For a trainer: to dress / to be dressed in completely new, well-made and fashionable clothes
11 as bald as a billiard ball / as an egg eg Mr. Garrow is as bald as an egg and his yellowish face is parched. For a trainer: to be completely bald
12 as fresh as a daisy (a rose, paint) eg He liked Lucy in his own way. She is as fresh as a daisy, he often thought. For a trainer: the very picture of health

• 
  Show participants the pictures and ask to match the following pictures with the idioms.
  
• 
  tell them to give examples or situations in which they would use those idioms.
  

1 2

Group work Picture 1
Group work Picture 2
Group work Picture 3

A ctivity 4: Practice
Time: 15 min
Materials: Handout 4




Procedure:

• 
  Divide participants into 3 groups
  
• 
  Distribute the pictures
  
• 
  Offer to describe the persons' physical appearance
  
• 
  Ask each group to present their description
  
• 
  Tell the others to change the description to the versa
  

A ctivity 5. Talk
about yourself


Time: 15 min
Material: Handout 5

DO: Think about the types of topics and questions you may be asked before the exam. School, family, free time, daily routines and future plans are common topics. Practise answering simple questions about yourself. Work with a friend to practise or record yourself and listen to the recording. Listen carefully to the questions. If you don’t understand the question, ask your teacher to repeat it. Give complete answers in full sentences. Look at the examiner. His/her face may tell you when you’ve said enough and he/she is ready for the next question.

DON'T: Memorise your answers. It’s good to have ideas ready, but it’s better not to memorise long replies to typical questions. Just reply with ‘yes’ or ‘no’. Panic if you are asked an unexpected question. Take a few seconds to think before you answer it.

A TOPIC SENTENCE IN A PARAGRAPH