Welcome
to UNIT 14.0
PREVIOUSLY: In Unit 13.0, we covered the
following sub topics; “Talking about ownership or possession”
in Form One; “Describing things” in Form
Two; “Creative writing” in Form
Three; and “Writing expository compositions/essays” in Form Four.
IN THIS UNIT: In this Unit 14.0, we will tackle the following
sub topics: “Describing physical appearance”
in Form One; “Talking
about games” in Form Two;
“Letter to the editor” in Form Three; and “Writing
descriptive compositions/essays” in Form Four.
In this Unit 14.1, “Describing
physical appearance” in Form
One
TOPIC’S INFORMATION
Main Topic: TALKING ABOUT ONE'S FAMILY
Sub Topic: Describing physical appearance
Periods per sub topic: 6
Class: Form One
DESCRIPTION OF THE SUB TOPIC
If a person is physically
described, it is easy to identify him/her. Even when a thing is described
physically, it is easy to identify it.
By using any language, a
person can describe the appearance of anything. It is just obvious that almost
everything that appears in front of people's eyes can be described. Description
of how a thing, animal, or person appears is what is called physical
appearance. Through physical description of things, we can know various shapes,
looks, and appearances of things or people.
See these examples below:
Amos: Hello, John. Have you seen a man in long
black jacket?
John: Yes. He passed through this alley. He's
running with a briefcase in his right hand.
In
this sub topic/lesson, Form One students will be introduced on the various
ways of giving physical appearance of the people.
SPECIFIC OBJECTIVE OF THE LESSON
By the end of this sub
topic/lesson, the student should be able to describe people's physical
appearance by using appropriate and relevant words, phrases, and expressions.
Ability to describe people physically is an essential skill. People know each
other because they are well described in their physical appearance.
- TEACHER PREPARATION AND
MATERIALS
This stage is about the
preparation of the teacher before undertaking the lessons of the particular sub
topic. These are all activities, procedures, materials, teaching aids, and
games prepared by the teacher for teaching a sub topic:
- Putting heads together: Introducing
the topic/lesson properly. Organising how students will be able to get to
know what is the topic/lesson about. It is where teacher makes sure that
students are going to be in his/her train. It includes brainstorming and
familiarisation of the topic/lesson with the students.
This makes students
stay together with the teacher. It is at this stage students can understand
what is going to be discussed in the particular topic.
In this sub topic/lesson; the teacher will introduce
the sub topic/lesson to the student with a Picture (show them any picture of a
person) in which students will be prompted to:
·
Write some descriptive words in a box.
·
Show a picture of his/her choice to the students.
·
Ask students to describe the displayed picture.
·
Record their responses/reactions without interfering
or correcting them.
·
Give the corrections at last.
- Preparation of Materials. A teacher
has to decide on the teaching/learning materials he/she is going to use.
In this sub topic/lesson: The teacher will have to
prepare various texts on physical appearance and pictures of people and things.
These are the requirements necessary for physical description.
Text
Teacher's Model
My
Physical Appearance
My
name is Joyce. I am 15 years old. My height is 156 cm. I am a bit tall with
fair skin. I am neither black no white. I have a fair complexion with a
good-looking face. I really look beautiful. I have a long hair which also looks
beautiful. My neck is a little long. I have rounded lips. I am a fat girl,
though I am not too fat either. At our home and at our school, there are girls
and boys who are fatter than me.
- Target Practice. Show
them/Guide them to the practice of the functions of the sub topic. A
teacher has to show or guide students to the target practice of the
grammatical functions of the sub topic.
In this sub topic/lesson; teacher prepares some
guiding sentence patterns to students. These sentences serve as references for
students so that they form correct sentences. Some examples of descriptive
sentences are:
He is tall
She is very short
She wears tight clothes
Hamis wears buggy clothes
He is fair skinned.
She is light coloured.
She has a fair complexion.
She is fat.
- Context-Based Practice. A teacher
leads students to the discussion on how the target grammatical functions
practised earlier can be applied or integrated into the contexts and
situations. The students are guided by the teacher to apply the learnt
skills in relevant contexts and situations like school and library.
In this sub topic/lesson: In this context, the teacher
has to explore and guide students to describe things and people at the school,
in the street, or at home. These settings or contexts are real experiences for
students. A teacher is not advised to ask students to describe things that are
not familiar to them. They should start with what they know.
- Vocabulary Building Practice. At this
time, teacher discusses with the students on the vocabularies and phrases
to apply in the already mentioned contexts and situations.
In this sub topic/lesson: There may be a long
vocabulary list of words, phrases, and expressions, but here are some of them:
Bald headed, fair skin, handsome, attractive, beautiful, grey hair.
- TEACHING AND PROCEDURES, ACTIVITIES AND
GAMES
Guide the students to the full
sub topic/lesson procedures, activities and games for the better understanding
of the sub topic by following these activities:
Activity
One:
Introductory prompt. Allow one
student to pass through the class. Go to one student and ask him/her this
question:
Have you seen Mary? The
student will probably say ‘Yes’. After replying add another question like this
below:
How does she look like? If
this question is answered well or seems difficult, ask other questions like
these:
What
is she wearing?
What
is her skin colour?
Is
she short, tall or medium-height?
What
is she carrying?
If all these questions are
answered well, turn to the class and tell them that that's the lesson of the
day. Tell them that they are going to learn how to describe people's physical
appearance.
To describe is to give a quality or an appearance of a person or something
When we describe people's
appearance, we either describe ourselves or describe others.
For instance, when we describe
ourselves to others we can use the following expressions:
My
name is ....
I
am.....years old.
I am
tall.
I
have....
Or in plural
We
are Form One Students.
We
are .....students.
We also use the same
expressions and adjectives to describe people's physical appearance. For
example:
Juma
is my friend.
He is
tall.
He
has long hair.
He
wears jeans.
The
usual order of adjectives
The usual order of the
adjectives is as follows:
Size +
Shape + Colour + before the noun.
Look at the following
examples:
She
is a short, thin girl.
She
has small, green eyes.
He is
a tall white man.
Activity
Two:
Demonstration of Teacher’s Model. In
this activity, the teacher himself/herself has to talk about the appearance of well-known
people in the school or community. For example, the teacher can physically
described himself/herself if he/she feels comfortable, describe any person
within the school compound or physically describe any famous person around the
school community.
Find any recognizable picture
of a famous person. Show it to the students, and ask them to describe the
physical appearance of the particular person. Any individual student can
contribute by volunteering. This will also help the teacher to identify
students who are with him since the beginning of the sub topic/lesson.
Activity
Three: Students’ Participation. In
this interactive activity, students will be supplied with some texts that describe
the physical appearances of some famous people. These are only short texts with
short physical descriptions of famous people as well.
Then, students in pairs or groups
will have to read and discuss who is the person being describe. To facilitate
the sub topic/lesson the teacher may supply the pictures of these people on the
board and students' task can be to read and go to the board to identify who is
the person their text given is describing.
For
example
Look at any picture. For example, a picture of a mother with her three children can be physically described as follows:
The
mother has three children.
She has
long hair
She is
wearing blue blouse and white shoes
The
children are angry.
They
are following their mother.
The
two children are fighting.
The
small one has snatched his mother’s clothes.
In another set, the students
are given the texts and study them individually, and in groups. The purpose of
this task is to enable students to explain the physical appearance of the
people described in the texts.
For example:
He almost reached the top of
the tree. Everyone could look up when he/she wants to speak to him. His pace
was so wide as he walked. They said one pace was enough for any man to sleep.
From the text like this,
students are asked to describe the physical appearance of the person being
described.
Activity
Four: More Activities. In further practices of describing physical
appearances of people, the teacher can organize more activities and games on
giving oral and written descriptions of people in their families and well known
people in the community.
This can be perfectly done by
inviting students to come with their favourite family pictures. You may ask
them to come two pictures; one is favourite family picture, and the other is
one favourite famous person the student admires such movie stars, musicians or
politicians.
This will increase student's
quest for knowledge when he/she will be finding the picture of the famous
person and it will also increase student's interaction with others. This
activity will also make students comfortable and feel like these tasks are
common and not strange in their societies.
Additional
Activity: As a teacher, what other activity can be applied in this sub
topic/lesson? You can always drop your alternative activity or activities to
this article so as to improve teaching and learning of O Level English (OLE).
GRAMMAR PRACTICE:
Picture
prompt:
A teacher has to use as many
pictures as possible. These pictures can be of real people like students,
teachers, and celebrities or famous people. These will smoothly interact
students with the sub topic/lesson.
Comparative
adjectives:
These are the kinds of
adjectives that are formed by adding '-er' or 'more' to the adjectives.
-
'-er' is added to the single-syllable adjectives like:
Tall
- taller
Big -
bigger
Short
- shorter
'More'
is
added to the adjectives with more than one syllable like:
Beautiful
- more beautiful
Careful
- more careful
Important-
more important
Superlative
adjectives:
These are kinds of adjectives
that are formed by adding '-est' or 'most' to the adjectives.
'-est'
is
added to the adjectives with one syllable like:
Tall-
Taller - tallest
Big-
Bigger - biggest
Short
- Shorter - shortest
Descriptive
adjectives:
A teacher also has to guide
students to brainstorm on various adjectives and other words that are used to
describe things and people. This will widen their knowledge of describing
things and people in English language. For more about Descriptive Adjectives,
Click Adjectives
of Quality covered in Form Two’s ‘Describing Things’.
Five
senses of human being (Revision):
In this aspect, the teacher
will also remind students of the use of five senses of human beings. These also
help in describing things and people. These are senses of sight, touch,
hearing, taste, and smell.
REFLECTION
Ask students to discuss how
they describe to someone about the person they are looking for.
Ask students to discuss how
they ask someone about someone whom they don't remember the names?
Collect various pictures of
famous people from the newspapers or magazines and properly cut them, then put them
in front of the class. Ask students in pairs or group to describe them.
ASSESSMENT
The teacher should use
relevant assessment tools like oral questions, drills, games, exercises, pair
works, group works, and assignments so that to check if a student is able to
describe people's physical appearances.
Assessment
#01
Pair works. Give students in
pairs, the task of describing each other physically.
Assessment
#02
Group work. Ask students to
write a short dialogue on two people where one is asking another about someone
else.
Assessment
#03
In five sentences, describe
your physical appearances.
Assessment
#04
Write a short description of
any member of your family. Use sentences with vivid descriptive words.
Assessment
#05
Fill in the missing words in
the following text:
Bald, black, tallest, most.
Our School Headmaster is
called Mr. Mahundi. He has the ______head. His skin is_____. He is
the_________person at our school. The Second Headmaster of our school is Mr.
Lubavu. He is the________handsome person in the staff.
Assessment
#06
Rewrite the following
sentences to make them in logical order:
Has
hair grey teacher our.
The
is tallest class the he.
Dress
beautiful wedding.
Moving
car fast.
Am I
the in class smartest the.
SUMMARY/CONCLUSION
Conclude the sub topic/lesson
soundly. Guide students to the discussion of how and why people are physically
described. Remind them of the ways of describing someone physically, and
discuss with them on some reasons why people are physically described.
NOTE: These stages
explained above are not necessarily covered in a single lesson of single or
double period. Remember that this is the guide for teaching the whole sub topic
which has periods ranging from 6 to 20. So, the teacher's task is to divide
these stages according to the total number of periods for a particular sub
topic.
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Title: “Form One English Language Notes with Grammar, Exercises and Key Answers”
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WHAT IS YOUR
OPINION?
This article is about how to
study and teach "Describing
physical appearance" in Form One. As a student or teacher, what is
your opinion on how to study and teach this sub topic/lesson?
Your opinion is worth and I
believe that it can make these materials better for our own consumption.
You are Welcome!
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