Mohamed Khalaf Mohamed Khalaf

Demo for TP students
Intermediate level


In this lesson, students will learn about a set of adjectives to describe characters and use them to practise speaking for fluency.


No materials added to this plan yet.

Main Aims

  • To provide clarification of set of character adjectives in the context of colors and personalities.

Subsidiary Aims

  • To provide the students with the opportunity to practise speaking for fluency to select a future partner using character adjectives introduced in the lesson.


Lead-in (8-10 minutes) • -To engage the students and create a need for the lesson

1- Project some different colors on the board. 2- Ask students “what color do you think is my favorite?”/ “How do you know?” 3- Ask students “do you think there’s a relation between my favorite color and my personality?” 4- Ask them to work in pairs to discuss their favorite colors and try to link it to each other’s personalities.

Exposure (12-14 minutes) • - To contextualize the target language. - To expose the students to the positive connotative adjectives.

1- Tell the students that they’re going to read a text to find out 2- Give them text (HO1) to skim it and come up with a suitable title. 3- Accept any suitable title and praise the students. 4- Give them (HO2) to match the adjectives to their definitions. 5- Ask them to check their answers in pairs. 6- Monitor closely to check pronunciation. 7- Project the answer key for feedback.

MPF (15-20 minutes) • To highlight meaning, form and pronunciation of thetarget language.

1- Ask students how many new words they found. 2- Elicit and clarify the meaning of these new words (determined, thrifty, meticulous) using CCQs. 3- Ask students what part of speech those words are. 4- Elicit 2 sentences to check their awareness of the word order. 5- Introduce the adjective ‘arrogant’ and compare it to ‘confident’. Try to elicit the difference from the students. 6- Give the students (HO3) and ask them to match the first set of adjectives to the new one. Demonstrate one with the ss. (Tell the students it is fine if you can’t match all of them.) 7- Monitor to see what’s difficult for them then ask them to check in pairs. 8- Give them the answer key (HO4) to help them interpret the meaning of the negative connotative adjectives. 9- Give them (HO5) and encourage them to match the adjectives to their definitions. Demonstrate one with the ss and tell them to find clues in (HO4). Then ask them to check in pairs. Ask students to unfold the paper to find the answers. 10- Drill adjectives that might be problematic for ss (chorally and individually) highlighting the main stress on the board.

Controlled Practice (14-16 minutes) • To assess students’ understanding of meaning, form and pronunciation. -To provide a scaffolding for the freer practice.

1- Ask students to write a short paragraph (or 4/5 sentences) on their ‘ideal partner’. Including at least 2 positive and 2 negative adjectives. 2- Project some prompts to help them with the paragraph e.g. ‘My ideal partner should……. - I would love for him/her to be ……… - I can accept someone who is ……… - I can put up with someone who is……… 3- Ask these ICQs: Are you writing only positive adjectives? – No, positive and negative 4- Monitor to check their understanding of the form and meaning. Micro-teach if needed. 5- Ask students to share ideas in pairs. Monitor to notice pronunciation (It's ok to correct their errors on the spot here).

Freer Practice (25-30 minutes) • To provide the students with an opportunity to use the target language for fluency.

1- Demonstrate the following task with a student. 2- Invite the student to come in front of the class. Tell him you are ‘A’ and I’m ‘B’ 3- Tell him that I have a beautiful girl in mind looking for a partner. 4- Ask him to describe his ideal partner. 5- When he finishes, I tell him if she will be a good match or not. I’ll encourage him to ask why or why not. 6- I tell him why or why not using character adjectives. 7- Divide the students into two groups: ‘A’ and ‘B’. 8- Ask these ICQs: What is ‘A’ going to do? – Describe your ideal partner. Will you say only the positive characteristics? – No, positive (you want your partner to have) and negative (you can tolerate) What is ‘B’ doing? – Think of someone you know who is looking for a partner and say why/why not you think it’s a good match. 9- Monitor and collect errors. 10- Feedback on the content by asking ‘who found their ideal partner?’

Web site designed by: Nikue