Lesson Plan
Level: Intermediate students Age: Adults Number of students: 10
Topic: Describing people’s personality Approach:
Communicative
Aim of the lesson: Students should make the use of language the
most they can to discuss about friendship as well as make the use of adjectives to describe
people’s personality.
Stage: Pre-task (10min)
Procedures: The teacher will instruct the
students to watch a video attentively because after that they should answer
some questions about it. Besides, the teacher will encourage them and explain
that they should try to understand the main message of the story, and if they
don’t understand some words, it’s not a problem. The video is a scene of a
movie: 21 Jump Street. This scene
shows how two different guys become friends.
Resources: DVD, video and
board. Interaction: Individual work and
groupwork
Tecaher’s role: Instructor,
motivator and activator
Reasons: The video will introduce the subject of the
class and make the students recognize it. Besides, the students will bring up
some vocabulary about personality as soon as they answering some questions
about the story and the main characters.
Stage: Task – Planning – Report (20min)
Task: A sheet
of paper will be given to the students with a list of adjectives that can
qualify a person. Students should rank, in pairs, these words from 1 to 10
according to degree of importance to them when they think about a friend’s
personality. The teacher should emphasize that the answer must be just one for
both. It means that, if they don’t agree to each other, they should convince
their partner to change their minds. Students will be encouraged to justify
their choices to persuade their colleagues using examples, talking about
experiences of their own lives.
Planning: The partners
should take notes of their opinions and reasons because after that they will
report their answers and explanations to the whole class. During the
preparation, the teacher will be available for the students to help them with
any language questions they may have and notes down any language points to be highlighted later.
Report: Class listen to the answers,
the task is to choose one of them. Teacher gives feedback on the content, then,
students vote.
Resources: board and sheets of paper Interaction:
Pairwork and groupwork
Teacher’s role: Instructor, supporter,
motivator and provider feedback
Reasons: The students will make use of language in a
meaningful communication focus on friend’s personality.
Stage: Language Focus (20min)
Analysis: At this time, teacher goes to
the board and writes three good sentences used by the students during the task
and five incorrect without the word that caused problems. Students discuss the
meaning and how to complete the sentences. Students are encouraged to
contribute with their evaluation and doubts by saying the problems or qualities
they could have noticed on their classmates’ speech.
Practice: The teacher write a question
on the board: Is it possible men and
women be friends without any sexual connotation involved? Why (not)?. At
this time the students may talk about their experiences and mention how
different a friendship with woman and a man is. The teacher will clear up that
they are totally free to say what they think reinforce that in this moment they
don’t need to convince anybody.
Resources: board Interaction: Lockstep and groupwork
Teacher’s role: Instructor, motivator and
provider feedback.
Reasons: It’s an important time to the students do a
self-evaluation and have a moment of free practice after getting aware of their
language usage.
