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A1 Movers Speaking Part 2 extension – describing a picture
Description
This lesson plan has been designed to help students prepare for A1 Movers Speaking, extending on Part 2 to describe a picture. This lesson plan can be delivered face to face or online. The ‘online
options’ column gives teachers ideas about how the stages could be adapted for teaching online.
In this lesson students identify pictured objects and actions before creating a story to connect a series of pictures. Further practice is provided with an additional ‘A1 Movers Speaking – Describing a picture’
task.
Time required: 40 – 60 minutes
Materials required:
Pictures Handout 1 (Comic strip template) Handout 2 (Comic strip cut outs) Handout 3 (Sample exam task) Scissors and glue (face to face students), or link to jigsaw: https://im-a- puzzle.com/a1_movers_speaking_describing_a_picture_7hdDFVBI.puzzl e (online students)
Aims: To review A1 Movers vocabulary. To help students describe a picture and tell a story.
Procedure:
Lesson Stages Online options Welcome Greet students and demonstrate a greeting game: Direct greeting to a strong student: “Hello, I’m [your name] and my favourite food is [your favourite food], how about you?” For example, “Hello I’m Marta and my favourite food is pizza, how about you?” Encourage the student to introduce themselves to another student in the same way. Repeat until everyone has shared their name and favourite food.
Ask your students to do this by turning their microphones on.
Setting the scene Put students into groups of 3 or 4 (grouping children of a similar ability level). Give each group a cut-up version (a jigsaw) of Picture 1, ask them to use the glue, sticking the pieces onto a sheet
Share the jigsaw link with students. Ask them to complete the puzzle
of paper to make the picture.
Show the class Picture 1 so they can check their answers.
Ask students to discuss and tell you:
- Who the people are: a family; mother, father and children
- Where they are: they are in the kitchen of their house
- What they are doing: they are having a meal, the woman is standing and bringing food, the others are sitting and talking
individually. Using your platform’s chat, ask students the three follow up questions.
Vocabulary race
Display Picture 1 and choose two strong students. Ask them to point to the table. Award a point to the fastest student. Repeat with ‘girl’ and ‘window’. Tell the class they will do the same activity in their groups.
Compete activity, checking the correct answers after each word:
fish, family, father, boy, chips, chair, T-shirt, mother, drink (you can add more).
Congratulate each group’s winner.
Put students into groups containing a range of ability levels. Share the picture using your platform’s whiteboard – or by holding it up to your webcam. Choose one student from each group (of a similar ability level). Point to part of the picture and ask students to race to type the name of the object. Award points to the first correct answers. Choose new students and repeat.
Describing pictures
Give each group another picture (Picture 2, 3 or 4). Ask them if their new picture is the same as the first picture. (it is similar – but different).
Tell groups to discuss their new picture. They should think about:
- Where things are.
- What each person is doing.
Display the pictures in front of the whole class (but not in order), asking students to describe what is happening – and to guess what may happen next.
Do this as a whole-class activity, displaying one picture at a time (but not in order). Ask students to complete the sentences in the chat:
- The boy is…
- The girl is…
- The woman is…
- The man is…
Telling a story
Make new groups with students who discussed each of the pictures.
Display the four pictures. Ask students to individually think about the best order for them.
Tell students to share their ideas with their groupmates – before agreeing on a story.
Ask groups to share their ideas. After listening to each group’s story, ask the class to suggest some possible dialogue (what may the characters say?)
If you are able to safely manage breakout rooms then use them in this stage so students can discuss a possible storyline. Otherwise ask students to think individually, before asking for volunteers to turn on their microphones and share ideas with the whole class.
Pictures
(Picture 1) (Picture 2)
(Picture 3) (Picture 4)
Handout 2 | Comic strip cut outs
Handout 3 | Sample test
