"Describing Appearances & Characteristics of People"
Click here to go to the page and find the activity titled above.
A student describes a photograph of a person provided by the teacher.
The activity is appropriate for various age levels.
In the beginner proficiency level, covered areas include physical descriptions such as sex (male/female), major body parts (head, arm, etc.), colors (of hair, clothing, etc.).
In the intermediate level, descriptions become more specific. Examples would include more detailed descriptions (height, body type, etc.).
In the advanced level, descriptions become even more descriptive, including concepts like such as facial expressions, advanced vocabulary (types of clothing, less common adjectives, etc.), and inferences personality, education, profession, and economic status.
In the context of ESL, vocabulary will be centered more on the immediate community, especially community leaders and civil servants.
In the context of EFL, vocabulary will be more general.
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I understand why you guys did not want to use a real person in the classroom activity. However,
ReplyDeleteusing the real person can also be beneficial when you want to teach the socially unacceptable words to non-native speakers. International students have a lack of knowlege about less/more offensive words in terms of describing a person in public.
Yuni, wouldn't a picture or video be just as good as a real person for demonstrating appropriateness of words?
ReplyDeletePersonally, I think I will teach the bad along with the good and point out the appropriate times to use them and what underlying meanings accompany them. I think that it's good to teach both, that way students aren't confused when they hear them in real-world discourse and know will know when someone is insulting them or why someone acts insulted as a response to the student's utterance.