The document outlines a lesson plan for high school students on personality traits using the simple present tense. Students will learn vocabulary related to personality adjectives, practice sentence construction with the verb 'to be', and express their own personalities. The lesson includes various teaching methodologies, assessments, and resource references to enhance learning outcomes.

1. BERNARDO VALDIVIESO HIGH SCHOOL LESSON PLAN No. 7 TEACHER: Miriam Troya
GROUP # of periods DATE
3
rd
Bachillerato A (10 girsl and 20 boys, 18 – 31 years old, 25 Ss preproduction level,5 Ss early production) 5 September 23
rd
, 26
th
and 27
th
, 2013.
3
rd
Bachillerato B (6 girsl and 20 boys, 18 – 26 years old, 22 Ss preproduction level, 4 Ss early production) 5
3
rd
Bachillerato C(12 girsl and 18 boys, 16-18 years old, 26 Ss preproduction level, 4 Ss early production) 5
TOPIC: Personality traits
AIMS OBJECTIVES RESOURCES
To describe people´s personalities
using the simple present tense and
personality adjectives
At the end of the lesson students will be able:
- To build-up vocabulary related to the personality adjectives: popular, easygoing, quiet, studious, smart, serious,
outgoing, shy, competitive, fun, strict.
- To write simple present statements with the verb to be plus the personality traits.
- To read and listen to the personality descriptions of Alex and his friends.
- To restate information about Alex and his friends using a char
- To express freely one’s personality using the key vocabulary
Textbook Postcards level 3, page 6 – 7
Flash cards
Tape recorder, cd track 3, 4
Worksheet
PHASES TEACHING AND LEARNING PROCESS SUCCESS INDICATORS
ACTIVATION First of all present the objectives for the students to be aware what and why they are going to learn today this topic “the personality traits”.
Individually, invite students to complete the first and second column of a KWL chart about personality. Teacher observes and identifies
students prior knowledge. In pairs, students share their information. Get help from more proficient students.
As a whole class, present some flash cards with some popular people. For instance, show Rafael Correa’s picture and ask students what is he
like? Or what is his personality? Students may say “strict”, “competitive”, etc. Now, prompt students to express what they think in complete
sentences. “Rafael Correa is very strict and competitive”. Present another character whose personality is fun. If students don’t know how to
say this adjective in English, allow them to say it in Spanish. After that, with the help of the teacher they will know it is “fun”
 To express personality adjectives:
popular, easygoing, quiet, studious,
smart, serious, outgoing, shy,
competitive, fun, strict.
(minimum 8 adjectives )
CONNECTION Write on the board the adjectives already mentioned (strict, competitive and fun) under the title “personality traits”. Brainstorm some ideas
related to other words or adjectives to describe a person’s personality. While students express freely their opinion, the teacher has to write
down the new adjectives on the board.
Write down on the board the complete list of adjectives mentioned on page number 7. Work with pronunciation drills to increase students’
comprehension and fluency. After that, make sure students understand the meaning of each adjective, by pairing up opposites and synonyms.
Demonstrate with examples the connectors and & but. Recall the first example “Rafael Correa is very strict and competitive. Mary is
easygoing but a little shy. Explain that the conjunction “and” is used to attach a series list in the same sense (strict and competitive), and
“but” introduces a contrast. (easygoing but shy).
 To make affirmative and negative
statements in the simple present tense
plus the verb to be.
 To link words, phrases and sentences
with the connectors and & but with
personality adjectives in the simple
present tense plus the verb to be.
AFFIRMATION In pairs, students have to read (p.6 -7) the characters’ descriptions and find examples of the new patterns. Example: Alex Romero is
easygoing. He isn’t shy. (Assessment) Finally, individually, have students fill in a chart in which they should write the characters’ name,
his/her personality trait and its evidence in the text. See the chart below. Model the description of the first character. The first three
characters should be done at school and the other three as homework.
 To define and describe people’s
personalities with personality traits,
the verb to be and the connectors
and & but.
Elaborado por: Miriam Troya Sánchez
Fuente: Abbs, B., Barker, C.; Freebairn, I. (2008). Postcards 2A, Level 3: Pearson Education
Harmer, J. (2007). The Practice of English Language Teaching. United States of America: Longman.
Herrera, K. &. (2011). Crossing the vocabulary bridge. United States of America.

2. KWL CHART: PERSONALITY TRAITS
STUDENT’S NAME:…………………………………………………… CLASS……………………………………………………………… DATE:…………………………………………………………
WHAT I KNOW WHAT I WANT TO LEARN WHAT I LEARNED

3. ELABORADO POR: Alex, 2
nd
Bachillerato Student at Bernardo Valdivieso School, 2013
FUENTE: Abbs, B., Barker, C.; Freebairn, I. (2008). Postcards 2A, Level 3: Pearson Education

4. ELABORADO POR: Ana Cristina, 2
nd
Bachillerato Student at Bernardo Valdivieso School, 2014
FUENTE: Abbs, B., Barker, C.; Freebairn, I. (2008). Postcards 2A, Level 3: Pearson Education
Herrera, K. &. (2011). Crossing the vocabulary bridge. United States of America.