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Lesson Plan

Teacher:
School:
Grade: 9th
Level of English: Pre- Intermediate
No. of classes/week: 2
Lesson: “What’s he/she/it like”
Type of lesson: mixed, focus on writing descriptive paragraphs
Objectives: By the end of the lesson the students will have:
– learnt and practised about describing people
– practised the adjective in different interactive and written activities
– been able to integrate the adjective in meaningful descriptive contexts
Skills: speaking, writing
Methods and procedures: conversation, group work
Materials: worksheets

STAGES OF THE LESSON:
Warm-up activity
Time: 5 minutes
Interaction: teacher – the class
Aims: – to organize the class
– to check and correct the students’ homework

Activity 1: Lead-in
Time: 10 minutes
Interaction: T-Ss, pair work
Aim: – to activate adjectives related to personality description.
Procedure:
The students need to know that being descriptive about something is very important and will be
used on a daily basis, particularly when speaking to a foreigner. I explain them that there may be
a specific object that they like and may want as a present or recommend it to a friend or
colleague. Describing something they have had in the past, and they are reminiscing about and
want the person to know what it is they are talking about.
How would you do this?
I ask them to think of how you would describe it as specifically and clearly as possible.
Is it soft, fragile, rough, hard, strong, weak, flexible? what color is it? what shape is it?

I ask them to name three synonyms and antonyms for the following words:

Synonyms Antonyms

1. Delicate __________________________________________

2. Sturdy __________________________________________

they will be expected to be able to describe all manner of places and objects to travelers. describe it to the class. Activity 3 – practice describing places Time: 10 minutes Interaction: teacher – students.student Aim: . dominating the capital city of France. which will bring it to life. Round __________________________________________ Activity 2: Practice the order of the adjectives Time: 10 minutes Interaction: students . and they will get by. I advice them to think about the main features of the place and how best to describe it. “The huge metallic structure towers over the skyline. in a way.” I also inform them that to use simple short words is OK.to obtain a kind of fluency in speaking -to make them interact Procedure: They are tourism and service profile and they are given a situation: If you were trying to describe the Eiffel Tower in Paris. Flexible __________________________________________ 4.class Aim: . Shiny __________________________________________ 5. They are asked to brainstorm vocabulary related to place description: What other words can you use instead of the following: 1. and we see who can guess what it is. Large ____________________ . student . They are advised not describe their phone because that is too easy. in English. They have to think of two ways to describe it.to get the students practice describing objects -to have them take part in a collective game Procedure: The students are asked to think of something in their life that is important to them. They may even sound boring. and that is never good! I inform them that if they wish to enter into the tourism and service industry in particular. a toy perhaps or something that they depend on or something they would like to have. but there are much better ways to do so. Lots of metal and very big!” I explain them that this description is Ok. 3. I ask them to think about what it is they are describing and what in particular is important that makes it stand out. without actually saying what it is. Using the same formula as above. how would you do this? I provide an example: you could say: “It was wonderful. but they will be very limited in their conversational abilities. so the person they are talking to will know what they are talking about.

What is so awful about it and why? Would you recommend it as a place to go. Busy ____________________ 5. to anyone? Consider where the place is. how long you stayed.to give the students marks and assess them . Good ____________________ 4. what you did . Which city is this? ____________________________________________________ 2. In pairs. In pairs. Describe the worst place you have been to in your life. What is there to see and do? ___________________________________________ 4. what it’s called. describe this place to a visitor: (make it up if you wish) 1.To explain the homework Procedure: The students are asked to: 1. what is to do there. Where is it? _________________________________________________________ 3. Bright ____________________ 3. What is there to see and do? ___________________________________________ 4. 2.To work out together the mistakes . how to get there. Which city is represented in the picture above? _____________________________ 2. Where is it? _________________________________________________________ 3.to have the students describe places -to have them role play a situation Procedure: I ask my students to take a look at the pictures and to guess what cities have these means of transport and this statue as symbols and to answer the following questions and afterwards to imagine and role play 2 situations in which a student plays the role of a touristic guide and the other one that of a visitor (pair work activity) 1. Dirty ____________________ Activity 4: Reinforcement Time: 10 minutes Interaction: pair work Aim: . describe this place to a visitor: (make it up if you wish) Activity 5: home assignment Time: 5 minutes Interaction: teacher – students Aim: .

and why you were there (Write at least three sentences). 2. How would you describe it now? (Write at least three sentences) . but as if you were a tour agent. and you had to sell the place to tourists. Then. write about the same place.