Situation 1: Vocabulary Acquisition

Learning Objective:  Students will be able to correctly use fifteen new food and beverage-related vocabulary words by the end of the lesson. They will also be able to demonstrate their mastery by using the new terms in at least five sentences during the 50-minute class time.

Learning Outcomes:

Fifteen new vocabulary terms linked to food and beverages will be defined and correctly used by students in written sentences.

When these 15 vocabulary terms are utilized in context, students will be able to identify them and comprehend their meaning.

In order to show that they can utilize the new terminology in a conversational setting, students will be able to participate in a group activity where they talk about their favorite foods and drinks.

Situation 2: Grammar Practice

Learning Objective:  By the end of the 60-minute class time, students will be able to explain at least five distinct past occurrences from their own lives using the past simple tense correctly in affirmative and negative phrases and questions.

Learning Outcomes:

 Students will be able to narrate past occurrences by appropriately forming and using the past simple tense in positive phrases.

In order to precisely convey what did not occur in the past, students will be able to write negative phrases in the past simple tense.

Pupils will be able to demonstrate their comprehension of question formulation and response by asking and answering questions about past occurrences in the past simple tense.

Situation 3: Speaking Skills

Learning Objective:  By the end of the 45-minute class period, students will be able to use suitable phrases and terminology to effectively role-play ordering meals in a restaurant. They will also be able to demonstrate their speaking skills through at least three exchanges with a partner.

Learning Outcomes:

Students will be able to use key phrases and vocabulary related to ordering food in a restaurant (e.g., "I'd like to order...", "Can I get the check?") in a role-play scenario.

Students will be able to initiate and respond to at least three different conversational exchanges related to ordering food, showing appropriate use of polite requests and responses.

Students will be able to demonstrate effective communication skills, such as clear pronunciation, appropriate intonation, and interactive dialogue, during the role-play activity.

Topic: Conditionals- (Zero, First, and Second Conditionals)

Objective:  Students will be proficient in discussing hypothetical and real-world scenarios using zero, first, and second conditionals in sentences.

In a role-playing exercise, students will be able to formulate and react to conditional sentences, showing their contextual application skills.

Student’s level: (MCRE)  B1- 9th Intermediate English Language Learners

Target skill:

-Discuss real and hypothetical scenarios during group activities.

-Participate in role-play scenarios, using conditionals to respond to various situations accurately.

Target vocabulary:

Used compounds nouns- City living vocabulary to identify the main purpose of everyday conversations with the city: compound nouns :apartment block ,crime rate ,cycle lane, housing shortage, nightlife, overcrowding, rush hour ,shopping district, skyscraper ,social isolation ,traffic jam ,transport links.

Student’s age: 13-14

Target gramar: Students will be able to construct zero, first, and second conditional sentences correctly.

Warm-up activity: Students will match conditionals sentences with its corresponding main conditional used.

Material: (mandatory)

 Matching conditionals.  

https://wordwall.net/es/resource/652361/conditionals-match-up

Main activities

1.        Explain the three different types of conditionals (zero, first, and second) with clear examples. Students write the topic down in their notebooks.

2.       https://www.canva.com/design/DAGf7aDEjDs/-DFCrYq_axKkw4AsOQbYNQ/edit?utm_content=DAGf7aDEjDs&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

3.       Audio clips of conversations using conditionals: They Will listen to a few short conversations in order to identify wich conditional is it. Stop conversations and ask them which conditionals they believe they are using.

Material: (mandatory)

1.       Canva link below the first activity.

2.       https://www.youtube.com/watch?v=dTzpdCu1a3k

Practice or Assessment

Students should be divided into pairs, and each pair should be given a set of flashcards with conditional questions on them, such as "What would you buy if you won the lottery?" Students alternately draw a card, pose a question to a partner, and then answer with the proper conditional structure.

Give a critical assessment.

Material: (mandatory) Flashcards with conditional prompts.

Closure: Chain conditionals      

Review the various conditionals and summarize the main ideas of the lesson. 

The challenge is to create a new sentence using the end of the previous one. As with "pass the pig", the teacher begins with a sentence, for example with a first conditional: 'If I go out tomorrow, I'll go to a beach.' The next person in the team relay must then use the end of the previous sentence.

Example:  If I go to the beach, I'll sunbathe.

If I sunbathe, I'll get burnt.

If I get burnt, I'll go to a pharmacy.

Bear then in mind they can include modals such as 'might' and 'could' in this pattern too.

Material: (mandatory)

https://wordwall.net/es/resource/81181528/english/practiceconditionals-0123

Homework/Follow-up Activity
Develop worksheet about conditionals (liveworksheet)

 https://www.liveworksheets.com/w/en/english-second-language-esl/993884

Title

Your Style

Topic

What's your communication style? And how cool are you?

1.     Grammar

·         Present forms: like, as if, and as though.

·         Present simple with action or state verbs

2.Main vocabulary:

·         Body Language Communication

o    Compound adjectives

3. Listening activities and strategies

·         Focused listening: Idenfying attitude:

3.Main reading activities and strategies

 Reading about “What type of communicator are you”– summarizing

4. Writing activities and strategies

filling in forms with grammar present simple- present continuous– writing short letters

5.  Speaking activities and strategies:

 Description

Theme: Your communication style and Being Cool.

1.     Grammar:

·         Present Simple with Action and State Verbs (e.g., “I listen carefully” vs. “I believe this is important”)

·         Present Continuous with Action Verbs (e.g., “I am thinking about this idea”)

·         Sense Verbs with Adjectives, Nouns, and Clauses (e.g., “It feels like a great idea”)

·         Expressions with "like," "as if," and "as though"

2.     Vocabulary: Body Language Communication

Frown (v)gaze (v)give someone a hug (v. phr.)kiss on the cheek (v. phr.)make eye contact (v. phr.)nod (v)raise your voice (v. phr.)shake hands (v. phr.) shake your head (v. phr.)shrug your shoulders (v. phr.)stare (v)tap someone on the shoulder (v. phr.)wave(v) wink(v)

Compound  nouns

Far-reaching (adj)good-looking (adj)forward-thinking (adj)highly respected (adj)life-changing (adj)middle-aged (adj)old-fashioned (adj)open-minded (adj)record-breaking (adj) self-centered (adj)slow-moving (adj)time-consuming (adj)well-educated (adj)world-famous(adj)

·         2.Listening: Idenfying attitude: Identify speaker’s attitude by listening to how certain or fixed his/her opinions are.
Clues: Words or expressions showing more or less certainty.: Ex:

·         Definitely not!- I have no doubt that- I tend to think- In a way- I think.

·         Modals verbs or adverbs expressing probability: It might be- This is probably the most important…

·         Tone of voice and style: A rising, louder, moderate tone.

3.     Reading:Complete the quiz about What is your communication style then summarize your answer and say what type of communicator you are. 

4.     Writing: Six things a good listener might say. Fill in the blanks with the correct form of sound, look, or feel, adding like,as if , or as though where necessary.

5.     Speaking:Describe someone you think is cool and explain why

Time

(number of hours & weeks)

 Total Time: 4 sessions (1 hour each)

Session 1: Introduction to Communication Styles (Grammar & Vocabulary)

Session 2: Listening & Reading (Identifying Attitudes & Communication Styles

Session 3: Writing & Pronunciation (Writing tasks and focusing on body language)

Session 4: Speaking & Self-Assessment (Describing communication styles & peer feedback)

Unit Objectives

Main unit objective: By the end of the unit, students will be able to engage in conversations and express ideas related to communication style, and being cool, share personal experiences, and improve their listening, speaking, reading, writing, and pronunciation skills.

Lesson objectives:  

Lesson objective 1(Listening): Students will be able to understand short listening passages related to people’s attitude.

Lesson objective 2: Reading: Students will be able to comprehend and analyze a short article about communications styles.

Lesson objective 3: Writing: Students will be able to complete a short description of Six things a good listener might say, using the vocabulary and grammar learned in the unit.

Lesson objective 4: Speaking: Students will be able to talk about someone they think is cool and explain why?

Quizlet AI is a digital resource designed to support teachers and students in creating dynamic and personalized learning materials. Using artificial intelligence, it generates flashcards, quizzes, and games tailored to specific topics or texts and adapts content based on learner progress using features like the Learn mode.

 Features and capabilities

1. AI-Driven Flashcard Creation: Automatically builds flashcard sets from inputted content or themes.

2. Multiple Study Modes: Includes interactive formats such as Learn, Flashcards, Match, Test, and Gravity.

3. Collaborative Learning Options: Students can work in teams or study together.

4. Audio Features: Supports pronunciation practice and listening comprehension.

5. Gamified Elements: Makes reviewing vocabulary and concepts more engaging and enjoyable.

Applications in English Language Teaching (ELT):

• Vocabulary development

• Grammar reinforcement

• Reading comprehension practice

• Pronunciation training

• Spelling exercises

Step 2:  Activity with Quizlet AI
Describing People: Building Vocabulary with Quizlet AI

Learning Outcome: Students will be able to identify, understand, and apply descriptive adjectives accurately in context.

Activity Breakdown:

1. Warm-Up (10 minutes)
Begin with visual prompts (images of different individuals) and questions like:

• How would you describe this person?

• Are they tall or short? Outgoing or reserved?

2. Instructions

• Students access the Quizlet set titled Describing People – Vocabulary.

• Begin with Flashcards mode to get familiar with new words.

• Continue with Learn and Match modes to reinforce understanding.

• Work in pairs to create 3–5 sentences describing classmates or famous personalities using the learned adjectives.

3. Practice Phase (20–30 minutes)
On Quizlet:

• Flashcard review – 5 minutes

• Match game – 5 minutes (competitive mode)

• Test mode – 10 minutes (auto-generated mixed question types)

Follow-up:

• Write a short descriptive paragraph using at least five target adjectives.

• Share orally in pairs or small groups.

4. Feedback  

• Peer feedback during oral sharing

• Teacher feedback using a checklist focusing on grammar and appropriate adjective use.

Quizlet Set Title: Describing People  

Example Vocabulary:

• Outgoing – Enjoys socializing with others.

• Reserved – Quiet or shy in nature.

• Slim – Thin in an attractive way.

• Curly – Hair with curls or a curly texture.

• Generous – Willing to give and share readily.

Step 5: Reflecting on the Teacher’s Role (Yolcu’s Article)
 Yolcu argues that as AGI increasingly shapes education, the teacher's function shifts away from merely delivering content to becoming a facilitator, guide, and ethical thinker. While AGI can manage tasks like content generation, assessment, and personalized learning pathways, it lacks essential human qualities such as emotional intelligence, cultural sensitivity, and moral judgment.

1.    In this shifting paradigm, English language teachers should focus on cultivating communication skills, critical thinking, and intercultural competence—skills that go beyond grammar and vocabulary. Teachers must also help students become digitally literate, capable of navigating and critically evaluating AI tools.

2.    Rather than being replaced, educators are redefined as experience designers and ethical mediators, making their role more human, intentional, and irreplaceable in the AI-supported classroom.

 A precise and unambiguous declaration of what students should know or be able to accomplish by the end of a lesson or course is called a learning objective. It is crucial to education because it gives instruction direction and focus, advising teachers and students on what needs to be learned and how to assess progress. Clear objectives guarantee that learning is directed and evaluations are in line with the intended outcomes.

B. What qualities distinguish a well-written learning objective?

A well-written learning objective should have the following qualities: it should be time-bound, relevant, measurable, and specific (SMART). It should specify how students will demonstrate their learning, be in line with more general educational objectives, and clearly state the intended result in terms that are observable and quantifiable.

c. Describe the difference between a learning objective and a learning outcome. Provide an example of each.

  "Students will be able to correctly utilize past tense verbs in sentences" is an example of a learning objective, which is a statement of what the teacher hopes the students will learn or accomplish by the end of the class. A learning outcome, on the other hand, describes the concrete abilities or information that students have picked up as a result of their education (e.g., "Students have demonstrated the capacity to compose a short tale utilizing past tense verbs appropriately"). While the outcome shows the actual achievement, the target concentrates on the planned goal.

Lesson Planning:

a. What is the purpose of lesson planning? 

a.  Lesson preparation is meant to offer an organized method of instruction that guarantees the required material is taught successfully and quickly. It assists instructors in planning ahead and arranging their ideas, resources, and techniques, resulting in a more cohesive and intentional class that fulfills learning objectives and attends to the needs of the students.

b. Describe the components of a well-structured lesson plan

The lesson title, learning objectives, a thorough explanation of the instructional activities, assessment techniques, and necessary resources are usually included in a well-structured lesson plan. Together with the major tasks for skill development, an engaging introduction, and a review and reinforcement of learning are included at the end.

c. How does lesson planning help teachers in delivering effective instruction? 

By providing a clear outline of what needs to be taught, how it will be taught, and how student knowledge will be evaluated, lesson preparation assists teachers in providing successful instruction. It facilitates the management of classroom activities and the meeting of the requirements of a diverse student body by assisting in ensuring that lessons are focused, organized, and in line with learning objectives.

d. How can you ensure that your lesson activities are logically sequenced and connected to the learning objective?

Teachers should first clearly define the learning aim before creating activities that work toward achieving it in order to guarantee that class activities are rationally sequenced and connected to the objective. Every task ought to be planned to gradually advance knowledge or abilities that directly contribute to the goal. Maintaining coherence and relevancy can also be aided by routinely evaluating and modifying the order in light of student input and advancement.

Communicative Approach:

a. What is the main goal of the communicative approach in language teaching?

Improving students capacity to speak successfully and spontaneously in everyday situations is the primary objective of the communicative approach to language teaching. It places more emphasis on using language for meaningful communication than it does on rote memorization of syntax and vocabulary.

b. How does the communicative approach differ from traditional language teaching methods?

Rather than mechanical memorizing of rules and structures, the communicative approach emphasizes interaction and real-world language use. This sets it apart from standard language instruction techniques. The communicative approach encourages students to practice language in context and participate in real communication, while traditional techniques frequently place a higher priority on grammatical precision and formal language forms.

c. Identify three key characteristics of activities that align with the communicative approach.

Three key characteristics of activities that align with the communicative approach are:

1. Focus on Meaningful Communication:  Activities are designed to be more than just vocabulary and syntax drills; they emphasize the use of language for meaningful communication. Students could take part in role-plays or discussions on topics relevant to their interests or daily lives in order to promote the practical use of language.

2. Interactive and Collaborative : Activities encourage interaction and collaboration among students. This can involve pair or group work where learners exchange information, negotiate meaning, and work together to complete tasks. Examples include group projects, information-gap exercises, and peer interviews.

3. Integration of Language Skills:  Activities integrate multiple language skills (speaking, listening, reading, and writing) in a holistic manner. For instance, a task might involve reading a text, discussing its content, and then writing a response or opinion about it, thus allowing students to practice and reinforce various aspects of language simultaneously.

Course Learning Outcomes

Main unit learning outcome:  By the end of the unit, students will be able to identify, describe, and reflect on their communication styles using both receptive (listening and reading) and productive (speaking and writing) skills. Students will demonstrate their ability to apply key vocabulary, grammar structures, and pronunciation features to communicate effectively in a variety of real-life contexts related to body language, communication styles, and personal self-expression.

Lesson learning outcome

Lesson objective 1: Introduction to Communication Styles: Students will be able to identify and describe different communication styles, using compound adjectives and present simple and continuous forms. Students will also be able to apply vocabulary related to body language and communication in a conversation.

Lesson objective 2: Listening & Reading for Communication Style: Students will be able to listen to and analyze conversations to identify different attitudes and expressions of certainty/uncertainty. They will summarize reading material, specifically focusing on the self-assessment of communication styles, and reflect on their own communication preferences.

Lesson objective 3: Writing and Pronunciation Practice

Students will be able to write short texts describing communication styles using appropriate vocabulary and grammar structures. Additionally, students will practice pronunciation, particularly focusing on stress in compound adjectives and correct usage of body language verbs.

Lesson objective 4: Speaking & Self-Assessment

Students will be able to describe a person’s communication style in detail and explain why they perceive them as “cool.” Students will also reflect on their own communication styles, identifying strengths and areas for improvement through self-assessment and peer feedback.

Formative -Assessments

 Reflection Sheet

Quizziz

Worsheet

Formative Assessments: Observation

Peer reviews during writing activities

Listening quizzes

Teaching Method

Lecture: note-taking (students will take notes about their partners presentation or while speaking.

Key Resources

Include diverse and inclusive resources that will guide and support students.

Open-ended questions

Quizziz

Kahoot

Gaps

Students’ context

Describe the student’s English level (MCE)

Age range

Grade

Learner’s needs

Level: B1 (Intermediate) students. They have a general understanding of English grammar and vocabulary but need further practice with more complex structures and fluency in communication.

Age Range: 14-15

Grade:10th

Students need to improve their ability to express themselves and understand others in different communicative contexts with basic sentence structures and tenses, and this unit will help them practice applying these structures in real-life contexts related to communication and social interaction.

Lesson 1 Session 1

Topic: Your communication style and Being Cool.

Objective: Students will be able to understand short listening passages related to people’s attitude.

Student’s level: (MCRE)  B1

Target skill: Listening

Target vocabulary:

Body language verbs (e.g., frown, make eye contact, nod, wave) and compound adjectives (e.g., good-looking, open-minded, self-centered, time-consuming)

Student’s age:14-15

Target gramar: Present Simple and Present Continuous with action and state verbs, "like," "as if," and "as though" for comparison and description

Warm-up activity:

Teacher demonstrates different body language actions, example:nodding, frowning, waving) without speaking.

Students guess what each gesture represents.

Material: (mandatory)

Flashcards or a video clip with different body language actions.

Main activities

 Grammar Practice

Activity #1 Focus on present simple and continuous forms using action and state verbs.

Students complete a series of fill-in-the-blank exercises, example "I __________ (listen) to you carefully."

Follow-up: Discuss the sentences as a class and correct any mistakes.

During-Stage (Exposure to New Information & Practice):

Activity 2: Vocabulary Introduction

·         Introduce and explain body language verbs and compound adjectives.

·         Students match the body language actions with their definitions (e.g., “nod” means to move your head up and down to show agreement).

·         Practice pronunciation, focusing on stress in compound adjectives (e.g., "well-educated," "self-centered").

·         Follow-up: In pairs, students create sentences using the new vocabulary, e.g., "He is a well-educated person."

Activity #4 Activity 3: Listening and Identifying Attitudes

Listen to a short audio clip where two people discuss their communication styles. Students listen for specific phrases that show certainty or uncertainty (example., "I think," "Definitely not," "It might be").

Follow-up: In pairs, students discuss what they heard and identify which phrases express certainty or uncertainty.

 Activity # 4The cool factor

Watch the first part of a webshow called Talking Zone. What is Albany’s attitude toward being cool? Choose the correct answer.

a.     She tries very hard to be cool all the time.

b.She sometimes tries to be cool.

c. She never thinks about being cool and doesn’t try.

Material: (mandatory)

·         Printed worksheets with sentences using present simple and continuous verbs.

·         Vocabulary handouts, flashcards with body language actions, audio recording of compound adjectives.

·         Audio clip with conversations about communication styles, worksheets with fill-in-the-blank sentences.

·         Webshow video.  

Practice or Assessment

 Speaking Task

Students describe someone they think is "cool" using body language and compound adjectives. They must explain why they think this person has a unique communication style.

Peer assessment: Students listen to their peers and provide feedback on grammar, vocabulary usage, and fluency.

Material: (mandatory)

Rubric for peer assessment, example sentences for reference.

Closure           

 "Communication Style Reflection"

Students share in small groups the communication style they think best describes them. They use the vocabulary and grammar learned in the lesson to describe their style.

Teacher asks a few students to share their reflections with the class, reviewing key vocabulary and grammar points.

Material: (mandatory)

Reflection sheet

Homework/Follow-up Activity
Students write a sentences describing a person they admire for their communication style, incorporating the body language vocabulary and grammar structures from the lesson (example., "She is always making eye contact and is very open-minded").

Topic:

Objective:

Student’s level: (MCRE) 

Target skill: Students will be able to comprehend and analyze a short article about communications styles.

Target vocabulary:

Communication styles, adjectives describing communication (e.g., open-minded, self-centered, good listener), expressions of certainty and uncertainty (e.g., "I think," "Definitely not," "It might be")

Student’s age:14-15

Target gramar:

Present Simple (for general descriptions), Present Continuous (for ongoing actions), and structures with "like," "as if," and "as though."

Warm-up activity:

·         In pairs, students discuss how they think they communicate with others. They talk about whether they are good listeners, tend to interrupt, or are always expressive.

·         Share examples of good and bad communication styles with the class, to set the stage for reading about different types of communicators.

Material: (mandatory)

Prompts for discussion

Main activities

 Vocabulary Pre-teach

Activity # 1

·         Teach and review vocabulary related to communication styles, such as “good listener,” “open-minded,” “self-centered,” and “respectful communicator.”

·         Create flashcards or a vocabulary list with definitions and example sentences. Students match the words to their definitions.

·         Follow-up: Have students practice using these words in sentences.

Activity # 2

Distribute a short article titled “What Type of Communicator Are You?” which explains different types of communication styles.

Task: Students read the article individually, underlining key phrases or words that describe different communication styles.

After reading, students work in pairs to summarize the main types of communicators and discuss which type they think best describes themselves.

Activity # 3 -Quiz and Reflection

• Students complete a quiz related to communication styles (example: multiple choice or true/false questions).

• After finishing the quiz, students write a short summary about their communication style based on the quiz results, and explain which communication traits they agree with the most.

• Follow-up: In pairs or small groups, students share their results and discuss the similarities and differences in their communication styles.

Material: (mandatory)

·         Vocabulary flashcards or printed list with definitions and example sentences.

·         Printed article on communication styles (“What Type of Communicator Are You?”).

·         Quiz handouts with multiple-choice or true/false questions on communication styles.

Practice or Assessment

 Peer Review and Self-Reflection

·         After completing the quiz and summarizing their results, students swap their written summaries with a partner for peer feedback.

·         Each student reviews their peer's summary, giving feedback on how clearly the communication style is described and suggesting areas for improvement.

·         Follow-up: Teacher collects the written summaries for formative assessment.

Material: (mandatory)

Peer review form or rubric, student-written summaries.

Closure           

 In a class discussion, students share the most surprising thing they learned about communication styles and what they plan to do to improve their own communication.

Teacher reinforces the vocabulary and key ideas from the reading, ensuring that students understand the different communication styles and have practiced summarizing and discussing their results.

Material: (mandatory)

None (facilitated by the teacher, using student responses)

Homework/Follow-up Activity
Once the previous homework has been checked, students share their previous homework section descriptions with a partner, practicing speaking and receiving feedback.

Topic: The Role of a Good Listener

Objective: Students will be able to complete a short description of Six things a good listener might say, using the vocabulary and grammar learned in the unit.

Student’s level: (MCRE)  B1

Target skill: Writing

Target vocabulary:

Sense verbs (e.g., feel, sound, look), expressions with "like," "as if," and "as though," adjectives for describing communication styles (e.g., good listener, empathetic, thoughtful, respectful).

Student’s age:14-15

Target gramar:  

Present Simple with Action and State Verbs (e.g., “I listen carefully” vs. “I believe this is important”).

Present Continuous with Action Verbs (e.g., “I am thinking about this idea”).

Sense Verbs with Adjectives, Nouns, and Clauses (e.g., “It feels like a great idea”).

Expressions with "like," "as if," and "as though" (e.g., “It looks like a good plan,” “She acts as though she knows everything”).

Warm-up activity:

Activity: "What Does a Good Listener Do?"

·         In pairs or small groups, students discuss characteristics of a good listener.

·         After 5 minutes, the teacher asks students to share some of the key qualities they discussed (e.g., eye contact, asking questions, showing empathy).

·         This will prepare them to use these qualities in the writing activities.

Material: (mandatory)

None (discussion activity).

Main activities

Activity # 1

·         1: Grammar Review – Present Simple and Continuous with Action Verbs

·         The teacher explains the difference between Present Simple and Present Continuous forms, with an emphasis on verbs related to communication (e.g., listen, believe, think).

·         Students complete a short exercise in which they fill in blanks using the correct verb form (example)

·          “I __________ (listen) to you carefully” or “She __________ (think) about the problem”).

·         Follow-up: Discuss the answers with the class and correct any mistakes.

Activity #2: Writing Practice – Six Things a Good Listener Might Say

Fill in the blanks with the correct form of sound, look, or feel, adding like, as if, or as though where necessary.

  Six things a good listener might say

·         Distribute a worksheet with incomplete sentences about a good listener. Example

( "It feels __________ a great idea to discuss that" or "I think this situation looks __________ for us").

Good listeners are authentic in their desire to hear what the other person has to say. Before rushing to give advice, they often say things like:

1.     You l _______worried. What’s on your mind?

2.     It s_______you’ve had an exhausting day.

3.     Wow! Your class s________nightmare.

4.     You l_______you could use a friend.

5.     Mmm you L______ you’re not sure what to do.

6.     Your boss s________ awful.

·         After completing the sentences, students work in pairs to discuss the reasons why a good listener might say these things.

·         Follow-up: Review the answers together as a class, ensuring correct use of grammar and vocabulary.

Activity # 3

Write a Short Description of a Good Listener

·         Using the vocabulary and grammar structures practiced, students write a short paragraph describing a good listener. They must include at least three sentences using the target grammar (e.g., “He looks like a person who really cares,” “She listens as if she understands everything,” “It feels like he’s always paying attention”).

·         After writing, students swap their paragraphs with a partner and provide feedback on the use of grammar and vocabulary.

·         Follow-up: The teacher collects a few examples of student writing to assess their use of the target language and grammar.

Material: (mandatory)

·         Printed worksheet with sentences using action verbs in present simple and continuous forms.

·         Worksheet with sentences that require filling in blanks using the verbs sound, look, feel, and adding "like," "as if," and "as though.

·          Writing template or prompt for the paragraph

Practice or Assessment

 After completing their writing task, students will exchange their descriptions with a peer.

They will provide feedback on each other’s use of grammar, vocabulary, and overall clarity in describing the good listener.

Material: (mandatory)

Peer feedback checklist (focusing on grammar accuracy, vocabulary use, and clarity).

Closure            Class Discussion and Reflection

• Review key takeaways from the lesson, including how to describe communication styles and the role of a good listener.

• Ask a few students to share their paragraphs, and discuss how well they used the target vocabulary and grammar.

Summarize the lesson, review key points, and ensure students have met the learning outcome

Material: (mandatory)

None (discussion led by the teacher).

Homework/Follow-up Activity
Study the topic.

Topic: Describing Communication Styles and Perceptions of "Coolness"

Objective: Students will be able to describe a person’s communication style in detail and explain why they perceive them as “cool.” Students will also reflect on their own communication styles, identifying strengths and areas for improvement through self-assessment and peer feedback.

Student’s level: (MCRE)   B1

Target skill:Speaking

Target vocabulary:

Communication styles (e.g., good listener, open-minded, confident), expressions related to personality (e.g., “cool,” “charismatic,” “confident”), and adjectives to describe behavior and interaction (e.g., respectful, outgoing, thoughtful).

Student’s age:14-15

Target grammar:

·         Present Simple for general descriptions (e.g., “He always listens carefully”).

·         Present Continuous for ongoing actions (e.g., “She is always helping others”).

·         Use of “like,” “as if,” and “as though” to describe perceived actions or qualities (e.g., “She talks as if she knows everything,” “He looks like he is always thinking about others”).

Warm-up activity:  "Who’s Cool?"

The teacher writes the word “cool” on the board and asks students to define it in their own words. What makes someone “cool”?

Then, in pairs, students discuss a person they know (celebrity, family member, or friend) who they consider "cool" and share reasons why.

After a few minutes, the teacher asks a few pairs to share their answers with the class.

Material: (mandatory)

  None (discussion activity).

Main activities

Pre-Stage (Introduction to Topic and Vocabulary):

Activity #1: Vocabulary Introduction and Review

·         Introduce and review vocabulary related to communication styles and personality traits, focusing on adjectives and expressions (e.g., "good listener," "outgoing," "confident," "charismatic").

·         Students match the vocabulary words with definitions and use them in sentences.

·         Teacher explains how these traits contribute to someone’s communication style and the perception of “coolness.”

Activity# 2: Pair Discussion – Describing a "Cool" Person

In pairs, students take turns describing someone they think is “cool” using the target vocabulary. They must explain the person’s communication style, using sentences like “She is always confident and makes eye contact,” or “He talks as if he is really interested in what others are saying.”

Encourage students to use present simple and continuous to describe actions and states. After each description, the partner should ask one follow-up question to keep the conversation going (e.g., "Why do you think that makes her cool?" or "How does he communicate with others?").

Activity #3: Group Discussion and Peer Feedback

·         After practicing in pairs, students share their descriptions with the entire class. They should explain why they perceive the person as “cool” and include examples of how their communication style influences their "coolness."

·         After each presentation, the class provides feedback, focusing on how well the student used the vocabulary and grammar. Students can offer constructive feedback on pronunciation, fluency, and grammar usage.

·         After the group discussion, students complete a brief self-assessment worksheet where they reflect on their own communication styles, identifying strengths and areas for improvement (e.g., “I think I am a good listener, but I need to work on eye contact”).

Material: (mandatory)

Vocabulary flashcards or printed list with definitions and example sentences.

Material :None (conversation practice).

Material: Self-assessment worksheet and peer feedback checklist.

Practice or Assessment

·         After completing the group discussion, students provide feedback on their peers’ speaking skills using a peer assessment checklist.

·         The checklist should include criteria like fluency, use of target vocabulary, clarity of ideas, and correct grammar usage.

·         Follow-up: The teacher collects the self-assessment worksheets to evaluate students’ reflections on their communication styles.

Material: (mandatory)

Peer feedback checklist and self-assessment worksheet.

Closure           

 Reflection on Communication Styles

·         The teacher asks a few students to share one thing they learned about their own communication style through self-assessment.

·         The teacher summarizes key points of the lesson, reviewing how to describe a person’s communication style and the vocabulary used to explain why someone is considered "cool."

·         Reinforce the use of present simple, continuous, and sense verbs with "like," "as if," and "as though" for describing actions and traits.

Material: (mandatory)

None (discussion led by the teacher).

Homework/Follow-up Activity
 They should describe their strengths as communicators and identify one area they would like to improve (e.g., “I think I am a good listener, but I need to make more eye contact when I speak”).