Name of the Teacher Date Level of the class Length of lesson

XXX XXX B1 intermediate 60 minutes

Lesson Type: Vocabulary

Lesson Topic: Personality adjectives

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able to… By the end of the lesson, students will have…

1. Use the ten new adjectives (affectionate, aggressive, bossy, 1. Had a conversation, in pairs, about the personality traits of
competitive, independent, jealous, reliable, sensible, people they know using pre-existing vocabulary supported
sensitive, spoilt), as well as their existent vocabulary to by the target language (TV).
produce more detailed descriptions of people’s
personalities.

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Anticipated difficulties: Suggested solutions:
1. Students may struggle with the phonology of some of the vocabulary, 1. I will chorus pronunciation and do CIC making the students pay special
particularly words with three or more syllables e.g. affectionate, care to the stress sounds and the shape of my mouth. Furthermore, I
aggressive, competitive and independent. will clearly mark which point along the word needs to be stressed on
2. Due to the target language being entirely made up of one type of the board along with the phonemic spelling.
adjective (personality adjectives), students may have trouble 2. I will provide sentences which use the adjectives in different contexts
memorising and distinguishing between meanings. Also, some of the (Fig.1) to allow the students to better distinguish between them. I will
adjectives may not naturally occur within the learner’s L1. also ask many CCQs to ensure understanding.
3. Confident students may dominate the activities, particularly in the 3. During class activities I will be careful to use specific names in order to
production stage, creating a difficult environment for the less confident encourage participation and I will assign passive roles to those who
students to contribute. seem to be dominating. I will be able to do this by closely monitoring
all student participation throughout the lesson.

Language analysis:

Language Item Meaning of the How you will present Concept Checking Grammatical form Pronunciation
item meaning Questions

Example: Example: Example: Example: Example: Example:

huge very big, enormous using a picture of a mouse What’s the opposite of huge? Strong adjective / hjuːdʒ/
and an elephant to show Name a huge mountain.
large size
1. Affectionate Someone who Show picture of someone 1. Is it positive or Adjective /əˈfɛkʃ(ə)nət/
shows lots of love expressing love towards negative?
another person. Also, role 2. Is the person nasty?
towards other
play an exaggerated show 3. Are mothers usually
people of affectionate towards affectionate to their
children?

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 someone in the class
(obviously appropriate!!)
2. Aggressive Someone who Show picture of a person 1. Is it positive or Adjective /əˈɡrɛsɪv/
becomes angry acting aggressively negative?
towards someone else. 2. Is this person nice to
easily
Also, role play being angry people?
towards the class e.g. 3. Do you like
shouting at someone for a aggressive people?
trivial reason. Why?
3. Bossy Someone who likes Show a picture of 1. Is it positive or Adjective /ˈbɒsi/
to give people someone giving lots of negative?
commands to someone 2. Does this person like
orders
else. Also, role play giving to do things
lots of commands to a themselves?
student e.g. listing “do 3. Who do you know
this…. , do that… “etc that is bossy? Why
while wagging finger. are they bossy?
4. Competitive Someone who likes Show a picture of 1. Does this person like Adjective /kəmˈpɛtɪtɪv/
to win someone who is winning a to lose?
race and looking very 2. Is this person friendly
determined. when they play
Write in large characters sports?
“1st“on the board and role 3. Are you competitive?
play celebrating. Contrast Why?
that with writing “2nd“
and looking sad.
5. Independent Someone who likes Show a picture 1. Is it positive or Adjective /ɪndɪˈpɛnd(ə)nt/
to do things alone “Independent 1” and negative?
explain that the boy is
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 independent. Show a 2. Is this person
picture of “Independent independent (point
2” and explain that the girl at ‘Independent 1)?
is not independent. Yes
3. Is this person
independent (point
at independent 2)?
No
6. Jealous Someone who gets Show picture of someone 1. Is it positive or Adjective /ˈdʒɛləs/
upset or annoyed looking jealous. Also, role negative?
play by giving a student 3 2. Are jealous people
by other people’s
pencils and yourself only 1 happy?
achievements pencil and consequently 3. Do jealous people like
and/or possessionsacting jealous over the to see other people
student’s apparent pencil succeed?
advantage.
7. Reliable Someone who you Show a picture of 1. Is it positive or Adjective /rɪˈlʌɪəb(ə)l/
can trust and someone being time negative?
depend on e.g. to conscious. Also, point to 2. Does this person
your watch and the clock. always arrive on
be on time, to do time?
their homework, to 3. Does this person
help you out etc. forget to do jobs?
8. Sensible Someone who is Show picture “sensible 1” 1. Is it positive or Adjective /ˈsɛnsɪb(ə)l/
well behaved and and explain that the girl is negative?
sensible. Show picture 2. Is this person
doesn’t do silly
“sensible 2” and explain sensible? (point to
things e.g. saves that the man is not sensible 1) Yes
sensible.
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 money/doesn’t 3. Is this person
spend lots of money sensible? (point to
sensible 2) No
9. Sensitive Someone who Show picture of 1. Does this person Adjective /ˈsɛnsɪtɪv/
becomes upset very someone crying. Also, never cry?
2. Does this person like
easily role play looking
to argue?
upset, uncomfortable 3. Are you sensitive?
and/or slightly afraid. Why?
10. Spoilt Someone who is Show picture of spoilt 1. Is it positive or Adjective /spɔɪlt/
badly behaved and child crying. negative?
2. Does this person like
gets whatever they
sharing?
want 3. Does this person
have a lot of things?

Stage Name Stage Aim Time Interaction Teacher’s procedure Students will…
Pattern

Example: Example: Example: Example: Example: Example:

Warmer To engage the 10 T-S Show pictures of 3 different sports – Students will identify the lesson
learners in the minutes football (team), tennis (one vs one), topic
lesson, to activate marathon running (individual) Learners will use their previous
the learner’s prior S-S Ask students to discuss the knowledge to make links to the topic
knowledge of the advantages and disadvantages of
topic each type of sport

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Warmer To engage the 10 T-S/OCFB 1. Introduce the activity by telling Have their minds refreshed with the
students and get minutes the students about your family, basic grammar and structure used
them thinking in using easy/basic adjectives to when talking about people’s
English. It will also describe their personalities e.g. personalities.
introduce students “my mother is kind and funny”.
to the topic of the Pick on a couple of students at Get a confidence boost from being
lesson and give them random to also describe a selected to make a sentence in front
an idea of what type member of their family. of the class about their family.
of vocabulary they T-S 2. After that, elicit a few
will be learning. adjectives used to describe Feel more comfortable around their
personalities from the class mates after an ice-breaking,
students. pair work activity.
S-S 3. Finally, pair up the students (if
an odd number be sure to pair
with one of the weakest/shyest
students) and have them
discuss a few more personality
adjectives.

Presentation: To begin thinking 5 T-S 1. Divide the class into three Discuss which adjective goes with
Meaning 1 about the target minutes groups of five - ensuring that what definition.
vocab with regards no group is comprised of a Will draw from their own vocabulary
to its definition. single nationality - and hand to enable them to correctly pair the
each group an envelope words and definitions.
containing all the target vocab. Will make educated guesses drawing
Ss-Ss 2. Ask the groups to discuss what from the knowledge they already
they think these adjectives have of the English language.
mean.

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 3. Monitor the groups discussions
closely
4. Have the definitions already
written in rows on the board.
5. Ask a member from each group
to come up to the board and
stick the flash card next to the
correct definition until they are
all paired.
6. After activity, correct if
necessary.
Presentation: To allow the students 5 T-S 1. Now with the target vocab Students will begin to correctly make
Meaning 2 to understand the minutes paired correctly with its associations between the target
meaning of the definition already on the vocab and its counterpart definition
target vocabulary board, the T can use the visual and visual aid.
and memorize it aids to back up the meaning of
through visual the definition and provide
association. concrete understanding of the
lexical set.
2. Ask CCQ's to confirm
understanding.
T-S
Presentation: To establish the 5 S-S 1. T provides the students with a Students will manipulate the letters
Form correct spelling of minutes "word scramble"(Fig. 2) work in many different ways in order to
the words sheet as an individual exercise. discover the hidden word.
Presentation: To enable students 5 T-S 1. T choruses all the target vocab Develop the correct sounds and
Pronunciation to correctly minutes independently, taking special shape of the mouth to correctly
enunciate all the care to check for stressed pronounce the vocab.
target vocab syllables. T will write TV on
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 board denoting which syllable See the stressed syllables denoted on
is stressed. the board.
2. T will exaggerate mouth Copy the sounds made by T
movements to give extra producing more naturally sounding
assistance for struggling sentences.
students.
3. T choruses sentences with
target vocab embedded within.
After each sentence T does CIC
for individual sounds e.g. “My
brother is-independent-and
reliable”
Practice: To connect the 5 T-S 1. T will remove all definitions of Students will compete to make the
Controlled spoken definition or minutes the TV from sight and write the quickest cognitive association with
description with the TV scattered across the board. the definitions and the TV.
Practice 1
written TV on the 2. Divide the students into two Improve their knowledge of the TV
board. teams and hand each team a whilst having fun.
fly swatter.
3. T will read definitions of the TV
and students will take turns to
come up to the board and swat
the correct adjective. Quickest
person earns their team a
point.
Practice: To recognise the TV 5 S-S 1. Put students in pairs Form a better understanding of the
Controlled in different contexts minutes 2. T will hand worksheets with TV by seeing/hearing them in
and sentence descriptions of people on them differing contexts.
Practice 2
structures. (Fig .1).

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 3. Each pair will read a
description and the partner
must say the most appropriate
TV adjective that best
describes that person.
Production: To develop the 15 S-S 1. T will get students to talk in Use language more freely and
Freer Practice confidence to use minutes pairs about people they know. witness an improvement in the way
these harder 2. T will model a description of they can describe people’s
adjectives more someone they know and personalities.
freely. encourage students to begin Combine previous existing vocab
discussing with each other with new TV to create a better
3. While students are discussing T description of people’s personalities.
will monitor closely
Cooler To finally consolidate 5 T-S 1. T will model describing a Feel empowered by the new vocab
the new Vocab and minutes personality, without using the they have learned.
make students aware TV, and elicit an answer from Leave the lesson feeling positive and
of the progress they the class. looking forward to the next one.
have made/what OCFB 2. T will then encourage students
they have learned. to take turns going around the
class describing a personality
while the class shouts out
answers (the correct TV)
3. T makes it clear that same
adjective can be used if
different vocab is used for
description (e.g. “My father
loves winning”, “My Brother
hates losing” - Competitive)

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Lesson Rationale (700-1000 words):

Method

I chose to structure my lesson using the PPP format due to its systematic approach towards taking on board new information. I believe it allows learners to
become aware of certain aspects of new language and, as a result, they are more likely to notice these features in the real world, giving this method huge
amount of application. I also think that the way in which PPP gears the lesson toward a free production stage really enables the learners to slowly build
confidence and then execute their new vocabulary in a safe environment.

Structure

The warmer allows the students to transition from their L1s back into English without demanding too much mental activity. It gives the students a chance to
get comfortable with the grammar and structures used to talk about people in a descriptive manner e.g. ”My Sister is really funny and clever”. This provides
the foundations on top of which the lesson shall be built in order to achieve the aim.

The first presentation activity (‘Presentation: Meaning 1’) introduces the students for the first time to the target vocabulary. This gives them a chance to draw
from existing knowledge and discuss potential options with their group regarding the definitions of the adjectives. This will see that they have become familiar
with the vocabulary before they are taught the correct meaning. The groups will be mixed with regards to gender and nationality to ensure that no group can
resort back to their L1. This will also improve relationships within the classroom which ultimately creates a more positive space to learn English.

‘Presentation: Meaning 2’ will allow the students to correctly establish the meanings of the adjectives with help from visual aids and the teacher’s acting. The
visual aids and actions will help the students gain a much more comprehensive understanding of the meaning than just definitions alone. Due to the nature
of the target vocabulary - being all the same type of adjective with difficult spelling - I would expect some students to struggle to distinguish between all of
them. For this reason, I will ask many CCQs to ensure that the students have really understood the meanings and differences between the them. Furthermore,
it’s highly likely that one or more of these adjectives do not naturally occur in Chinese or Arabic. Therefore, CCQs will be essential in ascertaining the level of
comprehension amongst the learners.

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In ‘Presentation: Form’ stage the students will be given a word-scramble work sheet to complete individually. I chose this exercise as it, not only allows the
students to get comfortable with the spelling of the word, but also allows them to arrive at the spelling through their own cognitive determination. This will
have a lasting effect in their memory, preserving it within their lexicon.

The presenting of the vocabulary will conclude with pronunciation exercises. As all student’s L1s are non-European with an entirely different set of characters
and phonemics the pronunciation of these, quite lengthy, adjectives will, I expect, be incredibly difficult. For that reason, the teacher will chorus the individual
words paying close attention to the stressed syllables in each word e.g. “IndePENdent”. Writing this on the board (visual cues), denoting the stressed syllables
will further aid in pronunciation. It is important to show the shape of one’s mouth at different stages of enunciation in order to further aid struggling students.
Finally, the CIC exercise is to help students hear the sounds of the words when not in isolation i.e. when embedded within a sentence. Therefore, a sentence
like “My brother is independent and reliable”, becomes “My brothe-ri-sindependen-tand reliable”. Not only does seeing the form in this way help with
pronunciation but it helps the students sound much more natural when speaking English.

This brings us on to the practice stage: Controlled Practice 1. A game will help students enjoy the process of learning whilst enjoying themselves and not
worrying too much about the aim of the lesson. The fast-paced nature of the game will allow them to make quick cognitive connections between the definition
or description and the target language. It also creates a happier, more relaxed environment which is conducive with better learning conditions.

I feel Controlled Practice 2 is necessary as it shows the target language in differing contexts and sentence styles. This is likely to improve their comprehension
of the target vocabulary and their ability to notice it in real world use. Due to this, I feel just one controlled practice would not have sufficed.

Production is the longest stage as it provides the students an opportunity to use the language in an environment not dissimilar to the real world. The only
difference being that there is a level of safety which gives students, particularly shy ones, more confidence to speak freely. This stage witnesses the students
achieving the aim of the lesson – using the new vocabulary to make more complex descriptions of people. Allowing the students this freedom to produce
language will really help consolidate what they have learnt, but more importantly gives them the tools and confidence to apply it in the real world. I will
closely monitor the pairs so I can pick up on any errors which can be addressed later or for overly dominant students.

The cooler, above all, gives the students a real chance to see how they’ve improved throughout the course of the lesson. Even if they have only been able to
add one or two new words to their vocabulary it is an improvement none the less, which should allow the students to leave the class with a positive attitude.

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Potential Issues

A common problem is that when given too much freedom, some students panic and don’t know what to do or what to say. If this were to happen in the
production stage, I would simply have a model conversation with a strong student. I would elicit a description of a friend/family member from the student
then ask follow-up questions e.g. “Do you have any siblings?”, “What’s your sister like?”. After, I would then elicit the student to ask me about my
family/friends.

Other Considerations

I would have liked to have included more games in this lesson plan, however, on review of how difficult the vocabulary is, I decided that more time should
be allocated to individual practice, particularly with regards to spelling and seeing the vocabulary in different contexts. Games are a great way to consolidate
information but before this you need to ensure that there is a good level of comprehension. Also, being of adult age, I didn’t think the lack of games would
be a serious concern.

Bibliography (if needed):

Affectionate, 2019 https://pngtree.com/freepng/father-and-child-embrace-image-baby_4297989.html

Aggressive, 2019 https://depositphotos.com/13949662/stock-illustration-cartoon-aggressive-businessman.html
Bossy, 2019 https://www.123rf.com/clipart-vector/bad_boss.html?sti=n5luhkyxitr6zyzuc4|
Competitive, 2019https://www.dreamstime.com/stock-illustration-cartoon-businessman-winning-his-competitor-business-race-vector-against-marathon-racing-
competition-game-create-image55110574
Independent 1, 2019. https://www.shutterstock.com/search/independent%2Bkid

Independent 2, 2019. https://depositphotos.com/209107592/stock-illustration-mother-helping-child-put-shoes.html

Jealous, 2019 https://www.shutterstock.com/search/jealous+cartoon

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Reliable, 2019 https://www.dreamstime.com/illustration/cartoon-punctual.html

Sensible 1, 2019 https://pngtree.com/freepng/cartoon-girl-save-money-jar_3103147.html

Sensible 2, 2019 http://clipartmag.com/spending-money-clipart

Sensitive, 2019 https://www.wikihow.com/Comfort-an-Upset-Friend

Spoilt, 2019 https://www.shutterstock.com/search/spoiled+brat

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Materials (include all the materials you plan to use in your lesson, reference if needed):

Aggressive
(depositphotos.com. 2019)

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Affectionate
(pngtree.com. 2019)

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Bossy
(123rf.com. 2019)

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Competitive
(Dreamstime.com. 2019)

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Independent 1
(shutterstock.com, 2019)

Independent 2 (Not independent)

(depositphotos.com, 2019)
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Jealous
(shutterstock.com, 2019)

Reliable
(dreamstime.com, 2019)

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Sensible 1 Sensible 2 (Not Sensible)
(pngtree.com, 2019) (clipartmag.com, 2019)

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Sensitive
(wikihow.com , 2019)

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Spoilt
(Shutterstock.com, 2019

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 Peter enjoys going to the shops on his own and, when his bike is broken he likes to fix it by himself.
Peter He’s so ________.

“Mark is so annoying and ______! He is always telling me what to do. Yesterday, he made me go to
Mark the shop and buy some milk”.
Silvia’s friend bought a new car last week. Silvia has her own car but she is really ______ that her
Silvia friend has a nicer car.
Graham loves sports. He plays sports all the time with his friends but becomes very angry if he doesn’t
Graham win. His friends think he is too ________.
Jenni is very nice to all her friends. She always tells them how much she loves them and gives them
Jenni lots of hugs. Jenni is a very_________ person.
“I feel like I can’t say anything to Samantha, she’s too _______ . Yesterday, I told her to clean the
Samantha kitchen and she started crying!”
David isn’t a very nice person. He usually gets into arguments with people and often shouts at them
David about silly things. He becomes very _________ really easily.
Justin is very _______. His parents took him to Disney Land last month and he is going to Harry potter
Justin World next week! Justin has the best toys but he is always mean to his parents.
“Do you think we can count on Chloe to bring food to the party?”
Chloe
“Yes, of course! Chloe is always _______ and she never breaks her promise”
Tracy doesn’t like spending her money on silly things. She is ________ and likes to save her money in
Tracy case she needs it in the future.

(Fig. 1 Controlled Practice 2 Work Sheet)

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Please unscramble the letters!

1. fnetftociaae

2. vassgegrei

3. osbsy

4. emepvtiocit

5. enneedtdinp

6. jlsouea

7. baelirel

8. neilsebs

9. estinesvi

10.tpsloi

(Fig. 2 Practice: Form Word Scramble)

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