A1 Movers Listening Part 4

Description

This lesson plan has been designed to help students prepare for A1 Movers Listening Part 4. This
lesson plan can be delivered face to face or online. The ‘online options’ column gives teachers ideas
on how the stages could be adapted for teaching online.

In this lesson, students complete a Listening Part 4 task (multiple choice). They review and practise
vocabulary for describing appearances through an online game, matching, and speaking and drawing
games.

Time required: 45 minutes (can be extended or shortened as required)

Materials  A1 Movers sample task (see below - sent to parents in advance and
required: printed if possible)
 Prepared presentation/PowerPoint slides
 Describing people worksheet (see below - sent to parents in advance
and printed if possible)
 Ask parents to provide children with scrap paper, and coloured pencils
if possible.
 Audio recording - A1 Movers Listening Part 4 exam

Aims:  to review and practise vocabulary to describe appearances

 to complete a practice A1 Movers Listening Part 4 task

Procedure
Lesson Stages Online options
Greet the students as they arrive. Check they know how to
switch their audio and
video on.
Warmer – guessing game Share your screen.
Cover each picture on the sample task sheet. You could draw a box to
cover each picture in
Slowly reveal each picture. Students shout out what they can see as the picture is
PowerPoint or by using
revealed.
Annotate. Click and drag to
Use this game to elicit/check key vocabulary for the listening task: reveal the picture.
Example: sea, sharks, 1. piano teacher, 2. pirate, clown, doctor Send the worksheet to
fish, dolphins moustache, thin, fat parents in advance to
print/open on the students’
3. beach, waterfall, forest 4. getting dressed, eating 5. table tennis, long
screen.
breakfast, waking up jump, skating
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Model and drill the words, so that children are prepared to hear them in the
listening.
For extra support, write the words under the pictures as you elicit them.
Optional extension
Cover the picture again and ask children what they can remember. For example:
“How many sharks are there?” “What colour is his jacket?”
Listening
Example
Show the example task. Read the question aloud “What is the DVD about?” Say: Share your screen and use
“Listen to the example. Don’t write.” your mouse or Annotate to
highlight.
Play the audio. (Start at “Part 4.” (15:48) Stop after “Can you see the tick?”
(16:29)). As you hear the key words fish and sharks on the audio, point to the
different pictures. When you hear “No, it’s about a boy and some dolphins” point to
the ticked box on the sheet. Repeat if necessary so that children understand they
need to tick what is true according to the audio, not just tick the words they hear.
Listening
Set the task: “Listen and tick”. If you can monitor
children safely, use
Play the audio. (Start at “Now you listen and tick the box” (16:30). Stop after “And
breakout rooms for the pair
her sister got one too” (19:02).
check.
Play the audio again. Children can check their answers in pairs.
Ask students to hold up
Answers their worksheets so you
can see their answers.
1. B, 2. C, 3. A, 4. B, 5. C
Share your screen to
If necessary, play the audio as you check answers, stopping after each answer and
check answers.
checking with students what they ticked.
Give lots of praise and encouragement for good tries and correct answers.
For extra support, the first time you play the audio, ask children to put a mark by
the pictures they hear (all of them).
Point out that in this task they should tick only one box for each question. The
second time they listen they need to identify which is the answer to the question.
For the example:
“What, sharks and fish and things?”
“No, it’s about a boy and some dolphins”
Vocabulary – describing people
Play the online game Which person to ‘test’ appearance vocabulary and see how Share your screen and
much your students know. You could move your mouse over different options, sound.
asking “Is it this one?” (yes/no). You could divide them into teams and involve
different students by asking members from different teams each time.
Share your screen.
Reinforce the new vocabulary by showing the pictures from the Describing
appearances worksheet one by one (see Materials), asking “What’s this?”

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Model and drill to help students with words they find difficult to pronounce. Make Use a shared whiteboard
sure they are putting the stress in the correct place on moustache. Write new or document you can type
vocabulary on the board. in.
Matching
Display the Describing appearances worksheet. Read the first sentence: “He has Share your screen and use
short brown hair. He’s fat.” your mouse to point.

Ask: “Which picture is it?” You could point to the pictures in turn and ask “Is it this
one?” (Yes/no) Students draw lines to match the sentences to the pictures. You or the children could
To add challenge, children could write the sentences under the correct picture. draw lines using Annotate
They could also write sentences to describe the people in the pictures that don’t when checking answers.
have a sentence. You could review He/she has/has got… He/She is wearing…
Answers (see Materials)
Listen and draw/describe and draw
Model the activity. Tell students to listen, draw and colour.
Give instructions for children to draw and colour a face. For example: “Draw a face
with two eyes, a nose and a mouth. This is a man. He has curly black hair. He’s
wearing green glasses. He doesn’t have a moustache or a beard. He’s got blue
eyes.”
Repeat parts of your description if they didn’t understand well.
Ask children to hold up their drawings. Praise them for good listening. Repeat parts Children hold up their
of the description if they misunderstood (for example if they drew a beard or drawings to the camera
moustache, praise them for hearing the words, but clarify that the man doesn’t have
them.)
Ask students to draw and colour a face. Put them into pairs. They take it in turns to
describe their drawing (without showing their partner!) To check they can compare Use breakout rooms
drawings.
You could extend this activity by putting students into groups of 3 or 4, or by
swapping pairs.
For extra support, put appearance words on the board to remind them that they
can include some of these things.
To add challenge, students could draw a person, to practise other vocabulary like
fat/thin, tall/short, old/young, clothes, and even activities.
As well as consolidating appearance vocabulary and colours, this also helps to
prepare children for Listening Part 5 (listen and colour).
Optional extension - Guess who
Display the describing people sheet. Describe one of the people. Children listen Children could hold up
and say which picture you are describing. For example: “He has short hair. He’s tall their worksheet and point
and thin. He’s waving. He’s got curly pink hair.” (clown) to the picture being
described, or use
Let students lead the activity – they choose a picture and describe it and the rest of
Annotate.
the class guess which picture it is.

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You could do the same with photos from the internet, or children could describe You could do this as a
each other. group work activity in
breakout rooms.
Homework
Children could complete the Homework worksheet (see Materials) to practise
vocabulary to describe appearance.
You could share the link for the Word Fun app with parents to help children
practise a range of vocabulary.

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Materials

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Audio script

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Describing people

1. He has short brown hair. He’s

fat.

2. She has long fair hair. She’s

young.

3. She has short brown hair. She’s

tall.

4. He has glasses, a moustache

and grey hair.

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Describing people - Answers

2. She has long

fair hair. She’s
young.

1. He has short
brown hair. He’s fat.

4. He has glasses, a 3. She has short

moustache and grey brown hair. She’s
hair. tall.

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Homework

Source: https://www.cambridgeenglish.org/Images/476679-cambridge-english-a1-movers-classroom-
activities.pdf p.2
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