UNIT 6: HIGH-FLYERS

LESSON 6A- VOCABULARY: DESCRIBING CHARACTER

I, DESIRED OBJECTIVES

A. OBJECTIVES

By the end of this lesson, students will be able to:

- Achieve nouns and adjectives relating to personal qualities.

- Identify stressed syllables in nouns and their corresponding adjectives.

- Talk about some qualities needed for different situations.

B. LANGUAGE FOCUS

- Vocabulary related to personal qualities

- Grammar: review comparison

C. INSTRUCTIONAL RESOURCE:

- Grade 11 textbook, Unit 6, Vocabulary

- Computer connected to the Internet

- Projector / TV

- PowerPoint Unit 6A

III. PROCEDURES

TEACHER’S AND STUDENT’S ACTIVITIES CONTENT

1. Activity 1: WARM-UP: (7 mins)
GAME: “CROSSWORD PUZZLE”
This game is played in teams
* T divides Ss into 4 groups and gives instructions:

- There are 8 numbers about jobs on the screen. Each

group will choose a number to answer.

- With one correct answer, a whole group get one

point. They also get bonus points if they can explain
why they choose that answer.
 Answer key:
1. Dentist
2. Postal worker
3. Firefighter
4. Babysitter
5. Teacher
6. Police officer
* T introduce the lesson: 7. Doctor
T: “Can you guess the topic of our lesson today? Today 8. Waiter
we’re going to explore some words about jobs and 9. Bus driver
personal qualities. Then you‘re going to talk about 10. Streetcleaner
some useful qualities needed in different situations.”
Exercise 1: Describe the photos. In your opinion,
which is a) the most interesting job
b) the most difficult job? Give reasons. (2 mins)
- T asks Ss to pay attention to the photos and the job
titles.
- T elicits by giving some questions related to the topic
for Ss (eg. “What do the man/ the woman do in the
picture?”)
- T checks Ss understanding the meaning of the word
“disability” ( a physical or mental condition that makes
someone unable to act in a way that is considered usual
for most people) and “paramedic” (a person who has
had special training in treating people who are hurt or
ill, appear in urgent situations)
- T shows the Vietnamese meaning, says the words
aloud and asks Ss to repeat them.
- Ss work in pairs to discuss the questions.
- Ss share their opinions with the class.

2. ACTIVITY 2: PRESENTATION (10 mins)

Present new vocabulary:
*creativity(n) /ˌkriː.eɪˈtɪv.ə.ti/

- T: “A painting artist wants to create a unique and

artistic painting, or a designer wants to create a unique
product that attracts customers. So we can say that they
need to use their creativity to make these things.”

- T says the word aloud twice

- T writes the word on a blackboard or shows it on the

screen with an explanation.
- T checks Ss’s understanding:

If one person is very creative and he can think of

excellent ways to solve problems, what does he have
inside his mind? - (He has creativity.)

*flexibility (n) /ˌflek.səˈbɪl.ə.ti/

⇒ flexible (adj)

-T: A few months ago, I took part in a yoga class. My

yoga teacher was very flexible. She could bend down
and touch her toes. I think she has flexibility.

- T says the word aloud twice

- T writes the word on a blackboard or shows it on the

screen with an explanation. (flexibility= the ability to
change or be changed easily according to the situation)

- T checks Ss’s understanding:

At work, when faced with an urgent situation that

requires change, what qualities do you need?
(Flexibility)

*optimism(n) /ˈɒp.tɪ.mɪ.zəm/

- T show the picture of optimism and elicit answers

from Ss: “Now, you look at the picture here. This is a
kind of personal quality. Even though Nick Vujicic was
a disabled person born with missing arms and legs, he
was not sad and overcame difficulties. Currently, he
has graduated from university and become a famous
speaker on the topic of life mastery. He is an optimistic
person. So, we say that he has optimism in the way he
faces difficulties.”

- T says the word aloud twice

- T writes the word on a blackboard or shows it on the

screen with an explanation.

- Contrast it with pessimism (show a picture of

pesimism)

- T checks Ss’s understanding: If you are a person who

has optimism, do you think of the bad part of a
situation rather than the good part?
*punctuality(n) /ˌpʌnk.tʃuˈæl.ə.ti/

- T ask student to find the word that is the synonym of

“being on time, not being late”

*T conducts repetition of new words in chorus and

individually.

Exercise 2: Look at the list of nouns for describing

character. What are the corresponding adjectives?
Use a dictionary and the list of adjective endings
below to help you. Sometimes, you just need to
remove a noun ending to form the adjective. (5
mins)
- To introduce some words and how to form Adj from NOUN ADJECTIVE
Noun by adding suffixes (-able, -al, -ful,..) generosity generous
- T go through the meaning of nouns and check the happiness happy
pronunciation.
- T asks Ss to work in groups to find the Adjectives Suggested answer:
from Nouns, then Ss share their ideas in the small 1. ambitious (adj): tham vọng
board and show the answers on the big board. => ambition (n): sự tham vọng
- T moves around the class to give some advice
2. cheerful (adj): vui vẻ
- T checks and gives the correct answers with the => cheerfulness (n): sự vui vẻ
whole class.
3. creative (adj): sáng tạo
=> creativity (n): sự sáng tạo

4. enthusiastic (adj): nhiệt tình

=> enthusiasm (n): sự nhiệt tình

5. flexible (adj): linh hoạt

=> flexibility (n): sự linh hoạt

….
24. thoughtful (adj): chu đáo
=> thoughtfulness (n): sự chu
đáo
Exercise 3: Listen to ten noun–adjective pairs,
paying attention to the difference in main stress
between the noun and the adjective. (5 mins)
- T ask Ss to listen to the audio (once or twice) and do Suggested answers:
the exercises.
- Ss listen individually. creative – creativity, enthusiastic
- Ss listen and take notes of the syllable of the words. – enthusiasm, flexible –
- T asks Ss to check their answers with their partners. flexibility,
- Ss work in pairs. generous – generosity, optimistic
- T checks the answers from Ss. and pauses the – optimism, pessimistic –
recording if necessary. pessimism,
-T points some Ss to repeat words from the recording.
punctual – punctuality, realistic –
- Ss repeat in pairs. realism, sociable – sociability,
sympathetic – sympathy

3. ACTIVITY 3: PRACTICE (20 mins)

Exercise 4: Vocabulary Read the Lookout! box.
What personal qualities do you need for the jobs in
the photos in exercise 1, in your opinion? Use words
from exercise 2 and the phrases in the Look out!
box. (5 mins)
- T asks Ss to read the phrase in Look out! box first.
- T explain some words and have Ss to work in pair for
discussing “What personal qualities do you need for
the jobs in the photos in exercise 1”
- Ss volunteer to share ideas.
Exercise 5: Listen to three people discussing the
qualities needed for particular jobs. Which jobs are
they talking about? Choose from the ones below.
There are three extra jobs. Explain your choices. Suggested answers:
- T introduce some words before listening 1. nurse (sympathetic and
caring; you’re looking after very
- T plays the recording twice and has Ss do the task.
vulnerable people; they have to
- Ss do the task individually. work longer and longer hours)
- After the first time, T asks Ss to check their answers
with a partner. 2. teacher (punctuality and a
good sense of humor, good at
- Ss work in pairs. communicating; you can’t tell
people off for being late if you’re
- After the second time, Ss go to the board and write
never on time yourself. you’ll
the answer with explanation
certainly be more popular if you
- T confirms the correct answers (give bonuses). can laugh at things. Plus
intelligence of course. you need
to be really good at explaining
things.)

3. police officer (physical

courage; you might get into some
quite dangerous situations. so
patience, physical courage and
fitness.)
Exercise 6. Read the Recycle! box. Complete the
sentences with the correct form of the adjectives in
brackets. Then listen again and check. (5 mins)
- T asks students to read the Recycle! box
- Ss complete the sentences with the correct form of the
adjectives in brackets. Answer key:
- T plays the recording and has Ss do the task 1. more sympathetic; better
individually. 2. as useful
3. longer; longer
- T asks some Ss to write the answers on the board. T 4. the most important
calls on individual students to give feedback for their 5. more popular
friends. 6. important than
- T gives feedback and confirms the correct answers. 7. the most useful

4. ACTIVITY 4: PRODUCTION (7 mins)

Exercise 7. Work in pairs. Agree on which are the
three most important or useful qualities when you
are in the following situations. Use the adjectives
and nouns from exercise 2, and the phrases from
the Look out! box and exercise 6 to help you. (7
mins)
- T asks Ss to work in pairs to discuss and agree on the
three most important qualities for each situation.

- T walks around and observes the class.

- After work in pairs, T put them into groups. Ss work

in groups.

- T call one Ss of each group to present in front of the

class.

- Ss present in front of the class.

- T gives feedback and corrects Ss’ mistakes.

- Ss take notes.

5. CONSOLIDATION (1 mins)
WRAP-UP
* T asks Ss: “What have you learnt today?”
- Some lexical items about personal qualities.
- Discuss the personal qualities needed for different
jobs and situations.
HOMEWORK
Prepare for the next lesson.
SCRIPT:
G = Girl
B = Boy
1.
G: I think you need to be really sympathetic. The more sympathetic you are, the better you’ll
be at the job. Boy Yes, I agree, sympathetic and caring. Because you’re looking after very
vulnerable people. I think you also need to be quite idealistic.
G: I’m not sure about that. I don’t think idealism is as useful as patience. And you need to
show lots of initiative.
B: True. And these days they have to work longer and longer hours so you need to be very
hard-working too.
G: Absolutely.
2.
B: There are lots of qualities you need for this job. But I think that the most important quality
is punctuality.
G: Punctuality? Really?
B: Yes. You can’t tell people off for being late if you’re never on time yourself.
G: I suppose so. And you need a good sense of humor.
B: You’ll certainly be more popular if you can laugh at things.
G: Plus intelligence of course.
B: I agree. And you need to be good at communicating.
G: Yes, the ability to communicate is absolutely vital. You need to be really good at
explaining things.
3.
B: I’d hate to have this job.
G: Really? I think it would be quite rewarding.
B: But very stressful.
G: Maybe. You need to be patient.
B: I think patience is less important than physical courage.
G: Yes, you certainly need physical courage. You might get into some quite dangerous
situations. And you need to be physically fit.
B: So patience, physical courage and fitness. Which do you think is the most useful quality of
the three?
G: Physical courage. But the ability to communicate is probably even more important. It’s
better to solve problems with words rather than force.