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LESSON PLAN

LEVEL: upper- intermediate TIMING: 50 NO OF STUDENTS: 10-15 TYPE OF LESSON: interdisciplinary English and Psychology TITLE OF LESSON: WAYS TO GET TO KNOW YOURSELF BETTER

TOPIC: talking about personality traits, emotions, feelings VOCABULARY: words related to human qualities and feelings; adjectives to describe personality FUNCTIONS: express opinions about somebody; express yourself PSYCHOLOGY INSTRUMENTS AND INFORMATION: personality tests and surveys Theory of multiple intelligences Gardner, 16 Myers Briggs Personality Types

AIMS: during the lesson, the students will: Learn new thematic vocabulary related to human qualities and feelings Speak about themselves, expressing their own opinions about other people Distinguish different types of intelligences and personality traits Learn how to get the main idea from a text, but also how to look for details Learn how to use their intellectual abilities understand Howard Gardner's theory of multiple intelligences explore the implications of the theory of multiple intelligences for schools and society. OBJECTIVES: at the end of the lesson, the students will be able to: Name types of intelligences Name personality traits Know better their intellectual resources and use them in the proper way according to their type of intelligence ANTICIPATED PROBLEMS: I anticipated the following problems: Students may find difficult to identify types of intelligences Students might be shy to talk about themselves TEACHING TECHNIQUES: brainstorming, personalized questions, crosswords, elicitation, comprehension questions, skimming, scanning, presentation INTERACTION: pair work, individual work, team work, peer-correction SKILLS: speaking, reading, writing, vocabulary MATERIALS: video projector, worksheets,whiteboardboard, textbooks, posters, markers, NOTES: .

NO

STAGES OF THE LESSON

ACTIVITIES TEACHER & STUDENTS

REASON FOR THE ACTIVITY FOCUS ON

INTERACTION

MATERIAL

TIMING

NOTES

1. WARM-UP

- teacher introduces herself - students draw something that represents themselves

-make students feel comfortable -teacher introduces the topic

TS SS

-tent cards

2. LEAD - IN

-T presents the topic of the lesson. Begin the lesson by giving about 5 minutes to write about the traditional definitions of intelligence. You may prompt them with the following questions:

-to get students involved into the topic

T-S S- S-S-S-S

What does it mean to be intelligent in our society?

What abilities do schools value and promote?

How do we measure a person's intelligence? 10

3. PRESENTATION

Introduce Howard Gardner's theory using a short movie - Gardner's Theory of Multiple

-to familiarize students with types of

T-S S- S-S-S-S

Videoclip presentation

Intelligences. With the students, read the descriptions of different intelligences. Discuss which of these intelligences students think are most valued by schools and society. Is it possible for an individual to have more than one intelligence? Students will probably suggest that schools value linguistic and logicalmathematical intelligences the most, as evidenced by the emphasis placed on the core subjects of English, social studies, math, and science. Further evidence is the type of assessments, both teacher-generated and standardized, usually given to students. Students will likely agree that most people possess all of the intelligences to various degrees and that it is possible for an individual to excel in more than one area. 4. CREATIVE PRACTICE

intelligences

-students are given a multiple intelligences song -to consolidate thematic -they have to choose 2 types of intelligences and make a poster with key words that describe that type of intelligence vocabulary

T-S S- S-S-S-S

- Film - Poster - Sheets of paper -A3

- markers 5. SEMICONTROLLED PRACTICE -brainstorming teacher draws a spider web on the blackboard and students name as many words as possible related to the idea of human personality. - students are given a survey to find out the type of their intelligence 6. FREE PRACTICE -teacher asks students to describe themselves from their personality point of view - after that, teacher ask students to draw anything they want in some squares. In fact those squares are part of a personality test. -students are given a worksheet 7. READING - students turn on the page of the worksheet and find the interpretation of their drawings - skimming and scanning the text. Students have to get the main idea the essence of the text but also to get some details. 8. CONTROLLED PRACTICE - teacher presents a poster with adjectives that chart, according to what they express positive - to familiarize students T-S -pair work -worksheet psychologic al projective test -poster -blackboard -notebooks 5 10 -encourage students to talk about themselves -get more confident in using English in conversations S-S-S T-S -tent cards 3 - to reinforce thematic vocabulary T-S S- S-S-S-S -blackboard 3

express opinions. Students have to put them in a with a variety of expressions and words

or negative meaning.

that can be used to describe their opinions.

9.

SEMI CONTROLLED PRACTICE

students listen to a film about types of personality and find out their type of personality according their own choices

find out new things about themselves 3

10.

HAVE FUN!

-students watch a short film with a life story - talk about the meaning of story and try to do the same thing for their younger colleagues

-have fun -encourage students to use English meaningly.

-video clip