first impression english lesson plan intermediate

How to make a great first impression?

emily Intermediate B1/B2, Speaking, Upper- intermediate B2, Video, Vocabulary

It’s a lesson that will help your students boost confidence when preparing to a job interview or other important encounter.  By the end of the lesson students will be able to explain the way we should behave in order to make a great first impression.  This lesson also makes an excellent follow-up to the lesson  ‘Let your body do the talking’ from New English File – upper-intermediate level course-book.

Topic: How to make a great first impression?
Activity: speaking, listening, vocabulary, writing
Level: intermediate to upper-intermediate
Learner: teens, adults
Time: 60 minutes
Materials: YouTube video + worksheet

1. Brainstorm ideas relating to making a first impression (10 minutes)

Ask students these questions:

Is it important to make a good first impression?   Answer: Yes, very important especially if you look for work, or meet your college.
How long does it take to make a first impression?  Answer: 3 seconds

 

Distribute Exercise 1 ( see worksheet), divide students in pairs and ask them to discuss the question:

When making the first impression, what do we base our judgement on? Think about the following:
  • the entrance
  • handshake
  • posture
  • gestures/ body language

Elicit answers. In addition you could ask your students to actually demonstrate the particular gestures and body language.

2. Play the video and talk about  steps we should follow that enable us to make a good first impression (15 minutes)

http://www.videojug.com/film/how-can-i-make-a-good-first-impression-2 – video

Tell students that they’re going to watch a video about the steps we should follow to make a great first impression. Learners watch the video once and write down the 5 steps (Ex. 2a).

Watch the video for the second time to get more details about each step (Ex. 2b). For answers refer to the Videojug website where part of the script is included. In addition, as in previous activity, you should ask your students to demonstrate the particular steps e.g. mirroring, handshake, posture, etc.

3. Vocabulary practice – idiomatic phrases  (15-20 minutes)

During the video students heard few idiomatic expressions. Ask students to work in pairs and try to give the definitions of the phrases (Ex.3) :

  • hang around
  • muscle memory
  • emphatic gestures
  • fast track report

Elicit answers.

Answers:

  • hang around -to spend a lot of time with someone; to waste away time with someone.
  • muscle memory – it is not a memory stored in your muscles, of course, but memories stored in your brain that are much like a cache of frequently enacted tasks for your muscles.
  • emphatic gestures – Gestures that reinforce spoken words such as finger jabbing, or chopping hands, hand clapping, foot stomping and so forth.
  • fast track – is an informal English phrase meaning “the quickest and most direct route to achievement of a goal, as in competing for professional advancement.

Ask learners to write 4 sentences which include above words however they can’t write the word in the sentence (Ex. 4), here’s an example:

It seems that many politicians try to make their statements not only by communicating verbally but also by variety of …………………….. , such as pointing a finger, shaking the head or exposing the palm.

Answer: emphatic gestures

 

 

I strive to provide engaging and interesting lesson plans that will help EFL teachers integrate the life skills with English language skills. Do you think this lesson plan will help your students in any way? Please comment and share.

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