 Basic  Intermediate  Advanced

Lesson Plan
Business/Materials
Textbook Title: Falla, T. & Davies.
A. P. 2008. Solutions Pre-
Intermediate. Oxford University
Press.
Lesson Objectives
- Students will be able to understand what information
that a personal profile includes, such as: an
introduction with their names, hometown, age and
brief information about school and family, information
about hobbies, interests and sports, and a description
of their personality.
- Students will be able to apply vocabulary of
personality (shy, hard-working, confident, impatient,
intolerant...) into the real context. Also, they know
how to express a particular meaning using different
adverb modifiers to make the meaning of adjectives
stronger or weaker.
- Students will be able to improve their writing sub-
skills such as brainstorming, drafting, revising, etc.
- Through individual, pair work and group work,
students will be able to develop speaking competence
by discussing, interacting together and listening sub-
skill such as guessing information and listening for
details.

Warm-up and Objective Discussion (10m)

Ask the students to join in doing “one crossword puzzle”, which includes 8 questions &
hints/clues, and the learners can work in team to answer each question.
Teacher will divide the class into 2 groups, and then give students hints/clues to unveil the
puzzle.
Teach will be able to give more support to the whole class.

Objective discussion:
Clearly state the instructional objectives: tell learners that is what we are going to study today:
how to describe a personal information, including: an introduction with their names,
hometown, age and brief information about school and family, information about hobbies,
interests and sports, and a description of their personality.

Establish specifics: students will be aware of vocabulary about a personal profile, introduce
themselves, and describe others, learn about more specifically how to write a personal profile.

Check for understanding: give assignments/homework to students (turn in their personal

profile at the end of the week), and ask some questions related to a personal profile through
the whole course.

Instruct and Model  R  W  L  S

Pre-writing:
- Ask students some more questions to help them be interested in the text. Through these
questions, help students realize the topic which they will study clearly.
 - During this time, they have to listen and understand what the text talks about giving the
right answers.
- After pre-listening, students will be able to know the topic which they learn today and
know what kind of listening they choose for this exercise
- Students will be listened 2 times. First for them to answer and then check. This step
helps them skim the questions and decide the answers.
- The second time helps them check for their answers. Then, give the correct answer for
each question and reply students’ information about the listening exercise.
- Students work in groups, discuss about the text, and arrange the sentences. During this
time, they can read and understand what the text talks about. They will get a general
image about the description of a personal profile. The text provides a model for student
to make use of in their own written text.
- Teacher asks students some questions to help them have ideas for the writing by
getting and analyzing the information from the text in previous activity. Then, teacher
helps students know how to organize their ideas in writing a personal profile by giving
instruction.
While-writing:
- The four students try to use their own words or body language to describe or explain
the adverbs. They can say a word or a sentence, tell a story, or use their facial
expression, and gestures to make their classmates understand what they are talking
about as long as they don’t say the words in the pictures. Students can review how to
use modifying adverbs by guessing, understanding, and using them in a sentence.
- Students have a chance to communicate to give and get personal information. They
work and cooperate together to make their draft of personal profile by exchanging and
supporting ideas, vocabulary and grammar, etc. Using a draft helps their writing
become easier and smoother.
- Students write their profile based on the draft they have made.
- Students practice writing about one’s appearance, hobby, and personality. This
information is written in a personal profile, so students have a chance to practice
writing profile.
Post-writing:
- Students help each other evaluate and correct the writing.
- Teacher clarifies the mistakes so that students can comprehend and avoid those
mistakes in the next writing tasks.
- Students will be able to talk about themselves
- Each student interviews 5 classmates and writes the information about personal profile
on a paper, then gives that paper to teacher. Teacher helps to check and corrects the
paper.
- Making their product public helps them sharing in both sides. They can make comment
on the others and get the good ideas.

Guided Practice  R  W  L  S

- Teacher gives the listening handout to students.

- Asks students to answer the following questions: “What are you going to listen?”,
“Depending on the questions, can you guess that they are general or specific
information?”
- Teacher can ask again about the questions and make clear them for class before
playing the audio.
- Teacher says about the Listening for specific information and advises students to use
listening for detail in this exercise.
 - Divides the class into 4 groups to play a game named ‘Who is the winner’. Each group
consists of 4 students. Gives each group separated sentences of a text and asks them to
arrange these sentences in the correct order to make a meaningful text. (See appendix
3, page 26)
- Asks students to discuss with group members to answer the following questions:
“What is the text about?”, “How many parts does the text have? “What does each part
mention?”
- Invite 2-4 students to answer the questions.
- Reinforces student with the type of writing personal profile using in the internet
chatroom, making its structure and organization clear.
- Invites 4 students from 4 groups to come in front of class, gives each of them a picture
including a modifying adverb, and asks them to describe or explain those words for the
rest of class to guess. Then, teacher asks 4 groups to make sentences with those words
and write down their sentences on the board.
- Helps to check and correct students’ sentences.
- Asks students to work in pairs, ask and answer to fill in the table about the personal
information of each other, then asks them to change their sheet of paper with their
partner and add more details to the table in that sheet to make drafts for their personal
profile. (See appendix 2, page 11)
- Asks students to work individually to write a complete personal profile about 80 – 100
words.
- Asks students to work in pairs to do peer correction.
- Finds the mistakes, correct them, and explain clearly.
- Invites 2 students to talk about themselves in front of class.
- Asks students to revise their writing. They have to finish it within 2 days, then they
will post in the Facebook timeline of the class.

Independent Practice  R  W  L  S

- Asks students to move around to interview their classmates about personal profile.
- Asks students to make notes of appearance, hobby, and personality about three friends.
- Student will write 1 paragraph (3 – 4 sentences) to describe appearance, hobby, and
personality about 1 friend. Then, their assignment will be exchanged and conducted to
peer assessment.

Assessment  R  W  L  S

- Write 100-150 words about the profile of yourself and your loved person(s) and then
submit the assignment in the next week.
- The lesson will be part of Speaking the students will be able to write over the next few
lessons.

Warm-up activity:
Objective discussion
- Understand what information that a personal profile includes,
such as: an introduction with their names, hometown, age and
brief information about school and family, information about
hobbies, interests and sports, and a description of their
personality.
- Apply vocabulary of personality (shy, hard-working, confident,
impatient, intolerant,…) into the real context. Also, they know
how to express a particular meaning using different adverb
modifiers to make the meaning of adjectives stronger or
weaker.
- Improve their writing sub-skills such as brainstorming,
drafting, revising, etc.
- Through individual, pair work and group work, students also
develop speaking competence by discussing, interacting
together and listening sub-skill such as guessing information
and listening for details.

Instruction:
Teacher gives the listening handout to students.
Asks students to answer the following questions:
“What are you going to listen?”
“Depending on the questions, can you guess that they are
general or specific information?”
Teacher can ask again about the questions and make clear
them for class before playing the audio.
Teacher says about the Listening for specific information and
advice students use listening for detail in this exercise.