Roadeh Roadeh

Personal Qualities
Intermediate Unit 7.1 level


In this lesson, students will be introduced to Anne, a Ghanian dancer, talking about her job and the most important qualities any person should have in his job.They will listen to her twice; the first time to put some qualities in the correct order according to their importance. Then, in the second time, they will only tick the qualities she said they are important. After that, students will work in pairs to discuss 2 statements to show their agreement or disagreement by speaking to their partners then to the class. Later on, they will use some of Anne's answers in the interview to describe certain people using the relative pronouns ( who - that). In the end, students will work individually to use the target language to write about a kind of job and the sort of person it would suit.


Abc Listening Task

Main Aims

  • To help students use the relative pronuns (who - that ) easily to help them define certain words like jobs and personalities and to form some questions about someone or something.

Subsidiary Aims

  • To provide the students with an activity during which they will discuss 2 different points about success. The concentration will be mainly on fluency.


Warmer / Lead in (2-3 minutes) • To set lesson context and engage students.

T. shows Ss. some pictures of some people and their jobs to help them guess what the topic is going to be about and to set the context which is showing them a picture of a famous Ghanaian Dancer to prepare them for the listening task. Students work in pairs and comment on these pictures.

Listening # 1 (3-5 minutes) • Listening for gist

T. shows the picture of Anne and asks them to guess about her from the picture. A student will be asked to read the instructions to the class to start the first listening task and to put some topics in the correct order according to what they hear in the recording. Students do this task individually then they check their answers in pairs. T. reveals the correct answers on the board for WCFB.

Listening # 2 (3-5 minutes) • to listen for some details about Anne"s point of view of the important qualities required in a peron who wants to find a job.

T. asks Ss. to read the points in the HO before they listen to the recording to be able to know what the task is about. Students do the task individually and tick the most important qualities Anne mentioned. Students check their answers in pairs. For WCFB, students will find the answer key under their table.

Speaking Practice (4-5 minutes) • To give students the chance to discuss a certain statement to express their opinions about success.

Students will be divided into two groups. Each group will be given a statement to discuss together. 1- Parents should push their children to be successful. 2- Success is being in the right place at the right time. While doing this task, the teacher monitors and walks around to check that everyone in the group is speaking. T. takes notes of some students' errors. Students will be given 5 minutes to discuss these two statements. WCFB: All students listen to the discussion.

Exposure to Target Language (7-10 minutes) • To provide context for the Target Language through a situation and checking meaning.

T. shows again the PowerPoint presentation to make students use the pictures of people and their jobs to speak about each one using Relative pronouns. e.g: A picture of a teacher. I ask them Who is she? She is a teacher. What does she do? She teaches students. Who is a teacher? She is a person/ someone who/ that teaches students. Is her job easy? No. What does her job require? It requires patience/ discipline/ confidence. Who is a policeman? He is someone who protects people. Is his job safe? No. What does this job need? It needs a lot of discipline. T. checks the meaning of the target Language by asking the previous questions. Students work in pairs and think of how to define ( doctor) in the same way. T. writes the form on the board for the students to follow.

Controlled practice (5-7 minutes) • To practice using the target language in a table with some blanks to check understanding of the form and the meaning of the target language.

T. regroups students in pairs. She gives them a table with some jobs and people who do this kind of job beside some blanks and asks them to complete it using the Target Language accordingly.They pair check their answers then T. gives the answer key for WCFB.

Free practice (5-7 minutes) • To practice using the target language to form questions and answers about some people or jobs.

Ss. will have a puzzle / crossword ( A ) ( B) T. gives each pair of students crosswords A -B Students work together and ask each other about the missing information in the crossword without looking at each other's paper. When they finish they do a pair check. For WCFB, the teacher will hand out the answer key.

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