Food. Picture Description Lesson Plan | Tim's Free English Lesson Plans. This is a fun lesson plan in which students work in pairs describing and drawing pictures. It will be useful for students preparing for Cambridge exam speaking activities. You will need this handout: Pics for describing Put the following picture on the board and hand out other copies to the class: Ask students what they can see in the picture. What’s in the background? What’s in the foreground? Go through the following vocabulary on the board: In the background/foreground we can see………….. On the left/right At the top/bottom He’s wearing…………….. He’s facing left/right/the camera He looks happy/sad/ etc. Prepositions: Next to/beside, above, below, in front of, behind. Now tell students that you are going to describe a picture and they have to draw it. Describe the following picture to them: Try to give as much detail as possible. Now put students in pairs, tell them that one person is going to describe and the other is going to draw.
Follow up activity: Like this: Like Loading... Spot the Difference - Free Spot the Difference Puzzles. Using a "Three-Two-one" Speaking Activity. Using a "Three-Two-One" Speaking Activity English-language teacher trainer and author Paul Nation has developed the “4-3-2″ Fluency Activity. In it, students line up (standing or sitting) facing each other. Each one must be prepared to speak on something that they are already quite familiar with.
It’s a great idea, and I think my colleague Katie Hull Sypnieski (my co-author in The ESL/ELL Teacher's Survival Guide) and I were able to build on it and make it even better in our classes. Here’s what we do: We tell students they are going to pick any topic they wanted, and prepare to speak about it first for three minutes, then two, and finally one (we thought that reduced time is more realistic for a first try, though extend it the next time). Next, students are allowed two minutes to review their notes, and are told we will begin the 3-2-1 activity — without their notes in front of them. It always turns out great, and the question-asking helps a lot. Did you like this activity?
Speaking exams. Tell a story or personal anecdote. Examiner: OK, Kelvin, so I’d like you to tell us a short personal story. Here are the topics. Please take one. Kelvin: Tell me about a great surprise you had. OK. Examiner: OK? Examiner: OK, Kelvin, you can start when you’re ready. Kelvin: OK. Examiner: Yeah, what a great surprise! Kelvin: Actually, no, because they hadn’t mentioned anything about my birthday before the match, so I hadn’t expected they would do this. Examiner: OK. Examiner: OK, Melissa, so now I’d like you to tell us a short personal story or anecdote and here are the topics. Melissa: OK. Examiner: What have you got? Melissa: Tell me about a time when you surprised someone. Examiner: OK, great. Examiner: OK?
Examiner: OK, so you can start when you’re ready. Melissa: It was my best friend’s birthday and I decided to give her a surprise since we have been good friends since Form 3. Examiner: All right, what a great story! Melissa: Yeah. Examiner: OK. Examiner: OK.