EFLITA LESSON PLAN
Course: Secondary Level: 1
Term: 1 Unit: 1
Lesson: 1.6. A personal profile Date:
LESSON AIMS (Learning Objectives and Assessment Criteria)
Topic: A personal profile - Students will build vocabulary to write a personal profile. This helps them
complete step 5 of their project builder.
By the end of 1. Write a personal profile
the lesson, 2. Use contractions
students will
better be able
to:
This will be ●
achieved by:
Target 1. Vocabulary to write a personal profile
Language: name, hometown, school, age, birthday, family, favourite subjects, interests, personality,
(Meaning, physical appearance
Form, Use) 2. Preposition: in, on, at, from
3. Contraction: I'm, he's, I've got
CCQ: Concept Check Questions
(Questions to help student understand the meaning of target language)
Concept Check 1.
Questions
Pronunciation 1. I'm /aɪm/
and Intonation 2. He's /hiːz/
Optional – Focus is 3. She's /ʃiːz/
on target language
4. I've got /aɪv ɡɒt/
Context Students practice planning and writing their own personal profile, then share with their classmates
Describe a real life
situation in which
students of this age
and level will use the
language
Materials Used Harmonize 1 Student Book p.17
SEC 1 Term1 Day7 PPT
SEC 1 Term1 Day7 [Link]
Class Profile Teacher to complete this section
Relevant
information about
the group
PPT OVERVIEW
1
Differentiation
Appropriate methods and classroom management for the level / learners
Support Activity for weaker learners Extension Activity for stronger learners
Stage 4 Stage 4
● Provide a writing frame or sentence starters: ● Encourage them to write longer profiles (4–5 sentences
❖ My name is ___. per paragraph).
❖ I’m from ___. ● Ask them to include more details about their personality
❖ I’m ___ years old.
or hobbies.
❖ I’ve got ___.
❖ I like ___. ● Suggest using connectors (e.g. “also”, “but”, “because”)
● Allow them to use bullet points instead of full and extra adjectives.
paragraphs at first.
● Let them use Kelly’s profile as a model and
replace key information with their own.
Activity Types:
● Stirrer: A high-energy activity that gets students moving, speaking, or actively engaged. It helps boost energy and focus.
(e.g., games, role-plays, quick Q&A)
● Settler: A calm activity that helps students focus and settle down. It is useful after a stirrer or to encourage quiet
concentration. (e.g., listening tasks, writing, silent reading)
● Transition: A short activity that smoothly connects different parts of the lesson, helping students shift focus. (e.g., a
quick review, a simple question, or a brief discussion)
STAGE 1 A: Welcome & Greeting and Classroom Rules & Routines
Objective/Aim
To create a warm class To create a warm class atmosphere, conducive to learning
atmosphere, conducive to
learning
Activity Type & Name Settler
activities Greetings + Class check-in
Procedure – Teacher Activity ● Greet, check-in
What will the teacher do?
Procedure – Learner Activity ● Respond to teacher’s greeting
What will the learner do?
Materials (Specific slide Slide
numbers etc)
Interaction ● Teacher – Student/s
● Student/s – Teacher
Time 3’
STAGE 1 B: Lesson Topic and Objectives
Objective/Aim
To inform the learners about the To inform the learners about the aims of the lesson
aims of the lesson and explore SS
background knowledge about the
topic
Activity Type & Name Transition
activities Lesson Introduction
Procedure – Teacher Activity ● Briefly introduce the lesson topic and objectives
What will the teacher do?
Procedure – Learner Activity ● Listen and take note
What will the learner do?
Materials (Slides etc) Slide
Interaction pattern T-S
2
T–S/S–S/S–T
Time 2’
STAGE 1 C: Warm-up
Objective/Aim
To engage and gather the To engage and gather the student’s attention
student’s attention
Activity Type & Name Stirrer
activities Quick Q&A
Procedure – Teacher Activity ● Display a simple question on screen or say aloud:
What will the teacher do? “If you need to write a personal profile, what information will you include?”
● Elicit quick answers from 3-4 students. Ask follow-up questions to encourage
speaking:
“Why is that important?”
“Would you include your favourite singer or hobbies?”
“Do you want people to know about your family?”
Procedure – Learner Activity ● Listen to the teacher’s question.
What will the learner do? ● Think about your own profile and raise your hand or type your answer in the chat.
● Share one piece of information you would include.
● Respond to follow-up questions from the teacher.
Materials (Slides etc) Slide 5
Interaction patterns T - S, S - S
T–S/S–S/S–T
Time 5’
STAGE 2: Language Focus (Guided discovery & noticing)
Objective/Aim Guide learners to notice the target language to write a personal profile and contractions
Guide learners to notice the
target language or skills
Activity Type & Name Settler
Activities Personal profile reading
Procedure – Teacher Activity ● Display Slide 5: Show the list of personal profile topics (e.g. name, age, birthday,
What will the teacher do? interests, personality, physical appearance, family…) on the screen. Say:
“These are different things you can write about in a personal profile. Let’s check
that we understand each word.”
● Briefly explain new words if needed.
● Display Slide 6: Show Kelly’s profile. Say:
“Now, read Kelly’s personal profile. What order does she talk about these things?
Type your answers 1–10 in the Zoom chat.”
● Give students 2–3 minutes for reading and thinking. Elicit answers and underline the
corresponding sentences on the screen using annotate.
● Screenshot Slide 7 and send it to the Zoom chat box. Ask students to download and
share screens in their breakout rooms. Divide the class into pairs and open the
breakout rooms for about 3 minutes. Monitor the BORs - help students to open the
screenshot in the Chat and share their screen. When time is up, invite some pairs to
share their answers back in the main room.
● Display Slide 8: Say:
“Now let’s look at some useful phrases with prepositions like from, in, at, on.”
Briefly explain each preposition with an example (e.g. “She’s from Manchester”,
“She was born on 27th August”). Ask students to do Activity 4 individually and write
answers in the chat.
● Ask students to listen and write the contractions in the chat. Go over the answers
together.
Procedure – Learner Activity ● Look at the list of profile topics on Slide 5 and listen to the teacher's explanation.
What will the learner do? Ask questions if any word is unclear.
3
● Read Kelly’s personal profile on Slide 6. Think about the order she talks about each
topic. Type your answers (1–10) in the Zoom chat box.
● Download the screenshot from the Zoom chat (Slide 7). Work in pairs in breakout
rooms: open the screenshot and share your screen with your partner. Work together
to complete the activity and decide the correct answers. Return to the main room
and share your answers if invited
● Look at Slide 8 and listen to the teacher explain the prepositions (from, in, at, on).
Complete Activity 4 individually and write your answers in the Zoom chat box.
● Listen to the recording and write the contractions in the chat. Check answers with
the class.
Materials (Slides etc) Slide
Interaction patterns T - S, S - S, S - T
T–S/S–S/S–T
Time 20’
STAGE 3: Controlled Practice
Objective/Aim
To provide controlled practise
activities to allow students to To provide controlled practise activities to allow students to further explore the TL and clarify
further explore the TL and clarify language use / skills
language use / skills
Activity Type & Name Stirrer
activities Pairwork
Procedure – Teacher Activity ● Give clear instruction:
What will the teacher do? “Now, work in pairs in breakout rooms, take turns asking and answering about
Kelly's profile using the information chart in Activity 2”.
● Screenshot slide 9 and sent to the Chatbox. Invite students to download and open
the file.
● Divide class into pairs and open breakout rooms for 5 minutes.
● Monitor breakout rooms to check for student’s use of target vocabulary and
pronunciation.
● When time is up, invite some pairs to share their answers back in the main room.
Procedure – Learner Activity ● Listen to the teacher’s instructions carefully.
What will the learner do? ● Download the screenshot of the activity from the Zoom chat and open the file on
your device.
● Work in pairs in breakout rooms. Take turns asking and answering questions about
Kelly’s profile using the chart in Activity 2.
● When time is up, return to the main room. Share your answers with the class if
invited.
Materials (Slides etc) Slide
Interaction patterns T - S, S - S
T–S/S–S/S–T
Time 10’
BREAK TIME 5-minute break if needed, or do a quick activity to energize students
STAGE 4: Freer Practice
Objective/Aim
To give students a chance to use To give students a chance to use the language in a semi-authentic way and get feedback
the language in a semi-authentic
way and get feedback
Activity Type & Name Settler
Activities Writing Practice - Project Builder 5
Procedure – Teacher Activity ● Give clear instruction
What will the teacher do? “Now it’s time to write your own personal profile. Let’s follow these steps together.”
● Display slide 10, remind students to use vocabulary and useful phrases they have
4
learnt in Kelly profile. Give them about 10 minutes to complete their personal
profile.
● Ask students if they have any questions.
Procedure – Learner Activity ● Listen to the teacher's instructions and look at the writing task in slide 10. Ask the
What will the learner do? teacher if you have any questions.
● Complete your personal profile.
Materials (Slides etc) Slide
Interaction patterns T - S, S - T
T–S/S–S/S–T
Time 15’
STAGE 5: TASK - Authentic Practice
Objective / Aim:
To provide a task where students To provide a task where students can use the language / skills in a real-world situation and
can use the language / skills in a receive feedback on it.
real-world situation and receive
feedback on it.
Activity Type & Name Stirrer
activities Group sharing
Procedure – Teacher Activity ● Display Slide 12 and give clear instruction:
What will the teacher do? “Now, work in groups of 3 in breakout rooms and share your personal profile with
your classmates. Each of you will listen to your partner’s profile. While listening, take
short notes about your friends.”
● Divide the class into groups of 3 and open breakout rooms for 8 minutes.
● Monitor breakout rooms quietly to check accuracy and support as needed and give
feedback on Teamwork and Communication (e.g. Are you helping your partner?)
● When time is up, bring students back to the main room and invite 1-2 groups to
share their answers.
Procedure – Learner Activity ● Join your breakout rooms in groups of 3.
What will the learner do? ● Take turns listening to your partner’s personal profile and take note important info
about your group members
● Help each other if someone gets stuck or forgets vocabulary.
● Decide who will talk about one friend when you go back.
● Return to the main room and listen to what classmates share.
● Present your friend’s profile to the class if invited.
Materials (Slides etc) Slide
Interaction patterns T - S, S - S, S - T
T–S/S–S/S–T
Time 15’
STAGE 6: Feedback
Objective/Aim:
To provide delayed feedback on To provide delayed feedback on the previous stages
the previous stages
Activity Type & Name Settler
activities
Procedure – Teacher Activity ● Give general class feedback based on criteria mentioned in slide 16: highlight
What will the teacher do? common strengths and areas for improvement observed across groups.
● Highlight good examples (e.g. “Group 2 had great teamwork.).
Procedure – Learner Activity ● Look at each feedback category and reflect individually or in groups on their
What will the learner do? own/group performance.
● Take note for yourself:
1. What went well?
2. What can be improved?
3. What surprised them about how they spoke?
● Listen to the teacher’s feedback and ask questions if unclear.
5
Materials (Slides etc) Slide 1
Interaction patterns T - S, S - T
T–S/S–S/S–T
Time 5’
STAGE 7: Reflection
Objective/Aim:
To review the lesson aims and To review the lesson aims and provide learners and teacher with a chance to reflect on
provide learners and Teacher with progress in this lesson
a chance to reflect on progress in
this lesson
Activity Type & Name Transition
Activities Reflection
Procedure – Teacher Activity ● Show the reflection slide with 3 questions.
What will the teacher do? ● Read each question aloud and briefly explain if needed.
● Give students 1 minute to think silently or take notes.
● Choose 2–3 students to share verbally or ask them to write in the chat.
● Encourage positive, supportive responses.
● Wrap up by thanking students for their effort and reflections.
Procedure – Learner Activity ● Read the 3 reflection questions.
What will the learner do? ● Think back on what you learned and practiced in the lesson.
● Write short answers in notebooks, or chat.
● Share one answer with a partner, group, or the whole class (if asked).
● Listen to peers’ reflections and learn from others.
● Set a small personal goal for improvement next time.
Materials (Slides etc) Slide 1
Interaction patterns T - S, S - T
T–S/S–S/S–T
Time 5’
STAGE 8: Homework and Closure
Objective/Aim
To assign homework and close off To assign homework and close off the lesson
the lesson
Activity Type & Name Settler
activities Homework assignment
Procedure – Teacher Activity ● Give students homework and a deadline to submit.
What will the teacher do? ● Check if students have any questions.
Procedure – Learner Activity ● Listen to the teacher's instructions for homework.
What will the learner do? ● Submit homework on time.
Materials (Slides etc) Slide 19
Interaction patterns T - S, S - T
T–S/S–S/S–T
Time 10’
