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 __________________________________________
 3. Flexible __________________________________________

4. Shiny __________________________________________

5. Round __________________________________________

Activity 2: Practice the order of the adjectives

Time: 10 minutes
Interaction: students - class
Aim: - 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, a toy perhaps
or something that they depend on or something they would like to have.
They have to think of two ways to describe it, without actually saying what it is; describe it to the
class, and we see who can guess what it is. They are advised not describe their phone because
that is too easy.

Activity 3 – practice describing places

Time: 10 minutes
Interaction: teacher – students; student - student
Aim: - 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, how would you do this?
I provide an example: you could say:
“It was wonderful. Lots of metal and very big!”
I explain them that this description is Ok, in a way, but there are much better ways to do so,
which will bring it to life.
“The huge metallic structure towers over the skyline, dominating the capital city of France.”
I also inform them that to use simple short words is OK, and they will get by, but they will be
very limited in their conversational abilities. 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,
they will be expected to be able to describe all manner of places and objects to travelers, in
English.
Using the same formula as above, I ask them to think about what it is they are describing and
what in particular is important that makes it stand out, so the person they are talking to will know
what they are talking about. I advice them to think about the main features of the place and how
best to describe it. They are asked to brainstorm vocabulary related to place description:

What other words can you use instead of the following:

1. Large ____________________
 2. Bright ____________________

3. Good ____________________

4. Busy ____________________

5. Dirty ____________________

Activity 4: Reinforcement
Time: 10 minutes
Interaction: pair work
Aim: - 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. Which city is represented in the picture above? _____________________________
2. Where is it? _________________________________________________________
3. What is there to see and do? ___________________________________________
4. In pairs, describe this place to a visitor: (make it up if you wish)

1. Which city is this? ____________________________________________________

2. Where is it? _________________________________________________________
3. What is there to see and do? ___________________________________________
4. In pairs, describe this place to a visitor: (make it up if you wish)

Activity 5: home assignment

Time: 5 minutes
Interaction: teacher – students
Aim: - to give the students marks and assess them
- To work out together the mistakes
- To explain the homework
Procedure: The students are asked to:
1. Describe the worst place you have been to in your life. What is so awful about it and
why? Would you recommend it as a place to go, to anyone? Consider where the place is,
what it’s called, how to get there, what is to do there, how long you stayed, what you did
 and why you were there (Write at least three sentences).
2. Then, write about the same place, but as if you were a tour agent, and you had to sell the
place to tourists. How would you describe it now? (Write at least three sentences)