3/4/2016

Lesson: Valentines Day

Proficiency Level: Adult Intermediate
Age: Adults
Time Needed: 90 minutes (approx.)
Goal:
Students will create a valentine card expressing their love for someone incorporating an
idiom they have learned.
Objectives:
Terminal Objectives:
Students will look at various ways to express their love.
Enabling Objectives:
Students will learn the meaning of the following idioms:
o A match made in heaven
o Cupboard love
o To fall head over heels in love
o To go through a bit of a rough
o To have the hot for someone
patch
o Beauty in the eye of the beholder
o To be the apple of someones eye
o To take ones breath away
o To be smitten with someone
o Finding Mr. or Mrs. Right
o Get on like a house on fire

Students will be able to describe a feeling.

Students will expand their vocabulary through exposure to phrases or expressions
with more than one meaning (figurative and literal).
Students will learn about other peoples perspective on what love is.
Students will learn about Valentines Day.

Materials:
Mr. Bean - Valentines Day
The Language of Love Worksheet
Statements about Love Worksheet
Procedures:
1. Warm-up (15 minutes)
a. At the start of class handout pieces of candy to students while wishing them
Happy Valentines Day. While showing students pictures of people celebrating
the holiday, explain to them what Valentines Day is and why it is celebrated.
b. Ask students whether Valentines Day is celebrated in their country or something
similar. What do they give their loved one? How is it different from America?
How do they show affection?
2. Activity #1 (15 minutes)
a. Students will watch as short clip called Mr. Beans Valentines Day. Ask the
following comprehension questions:
i. What does Mr. Bean give his girlfriend, Irma, at the start of their date?
ii. Where does Irma think they are going?
iii. Where do they actually go to on their date?
iv. What do they have for dinner?
v. Does Mr. Bean proposes to Irma?
vi. What does he do instead?
vii. Do you think Irma enjoyed the date? What about Mr. Bean?
viii. Does Mr. Bean love Irma? Why or why not?
ix. Does Irma love Mr. Bean? Why or why not?
b. Based on what students seen in the video and from their own experience, ask
students to define what love. Give students three minutes to write.
c. Come together as a class to share answers. Teachers will write answers on the
board and inquire about why students choice their specific point. Leave words on
the board for later use.
3. Activity #2 (20 minutes)
a. Put students in pairs and handout Statements about Love worksheet. Students
have to decide whether they agree or disagree with several statements about love.
They will then list the statements in order of importance.
b. Each group will share their top statement from both agree and disagree categories,
explaining why they chose them. If a group already mentioned a statement on
another groups list, then they must pick the next important statement on their list.
4. Activity #3 (30 minutes)

a. Draw students attention to the first statements on the Statement about Love
Worksheet, explaining that it uses an idiom to describe love. Clearly explain what
idioms are.
b. Handout one The Language of Love worksheets to each student. Students will
guess the meaning of the idioms from the context of the sentences. Walk around
to check where students are at and to provide any assistance.
c. As a class go over the worksheet, calling on students to read sentences before
giving their answers. For idioms that students still dont understand provide a
more detailed explanation.
5. Activity #4 (10 minutes)
a. Explain to students that they will be writing their own valentines card to a love
one using one of the idioms leaned. Provide an example before assigning an
idiom to students. Encourage students to incorporate or reference the words on
the board about hat love is.
b. If time permits, have students share their valentines card to the class or at the
beginning of the next meeting.