Highly Intelligent People

Theresa Dash - author of the lesson   Theresa I December 18, 2021
Category
General English, Speaking Lessons
Topic
Psychlogy, Intelligence
Media
Video
Level
B2 Upper-Intermediate
Grammar
Relative Clauses
Focus
Grammar, Speaking, Vocabulary, Listening
Lesson ID
B2-13
Lesson Time
45 minutes
VIEW LESSON
ESL Lesson Plan with images

Lesson Overview

Sharp as a tack! In this lesson, students will learn about the topic of intelligence and how people perceive it. This lesson features a video that discusses the five signs that correlate with being highly intelligent. Students will learn and practice defining and non-defining relative clauses and vocabulary relating to this topic. The lesson includes plenty of engaging discussion activities and worksheets that have been developed for adult and teenage learners.

Lesson Objectives



  • Grammar: Students will master defining and non-defining relative clauses. They will learn how to use these clauses to add essential and additional information to sentences, enhancing their writing and speaking accuracy.




  • Listening: Students will improve their listening skills by engaging with a video that discusses traits of highly intelligent people. They will listen for specific examples and explanations that utilize relative clauses to describe characteristics intelligently.




  • Speaking: Through discussions and debates, students will articulate their views on intelligence and personal traits. They will use relative clauses to provide detailed descriptions and opinions, thus improving their ability to speak fluently and coherently about complex topics.




  • Vocabulary: Vocabulary development will focus on terms related to intelligence and personality traits, such as "inquisitive," "self-critical," and "narcissistic." Students will use these words in context to discuss signs of intelligence and personal observations.




  • Cultural Awareness: Students will explore cultural perceptions of intelligence, including how different societies value traits associated with intelligence. They should discuss whether cultural backgrounds influence how intelligence is recognized and valued.




  • Homework: For homework, students will complete exercises that involve using relative clauses to combine sentences and describe personal experiences or hypothetical situations. They will also reflect on the concepts of intelligence discussed in class, using the vocabulary and grammar structures learned.




Video

Sharp as a tack! Do you have a messy desk or like to ask a lot of questions? Watch this video to learn about the signs that might just mean you are highly intelligent.

Video Transcript

Vocabulary and Pronunciation

status quo [noun]: the current situation or the way things are now
streak [noun]: a consecutive series; tendency
nurture [verb]: to care for and encourage the growth or development of
inquisitive [adjective]: curious or inquiring
narcissist [noun]: a person who has an excessive interest in or admiration of themselves
humble [adjective]: having or showing a modest or low estimate of one's own importance
clutter [noun]: a collection of things lying about in an untidy mess
call it a day [phrase]: end a period of activity, especially when enough has been done
clock out [phrasal verb]: to register one's departure from work, especially by means of a time clock
immerse [verb]: to involve oneself deeply in a particular activity or interest
perceive [verb]: to interpret or look on (someone or something) in a particular way; regard as
swearing [noun]: the use of offensive language
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