The purpose of this essay is to examine the reasoning behind selecting language objectives and materials for an upper-intermediate adult English as a language class foreign. First we will discuss why and how the materials were chosen. Secondly, the linguistic objectives will be analyzed and some potential problems will be examined. Finally, this essay will identify some theoretical approaches to consider in lesson planning. First you need to consider some general rules when planning a language lesson. It is essential to be sure of the lesson objectives and prepare adequately, as it is difficult to predict what will happen in class and we need to make sure we can handle whatever happens. According to Scrivener (1994:44), it is necessary to “prepare thoroughly. But in the classroom, teach the students, not the piano.” In other words, it is essential to establish clear objectives and contents and prepare any aids or materials necessary for carrying out the course, but you must be ready to modify the original project on site, if necessary. Given this first idea, this part of the essay will analyze the logic on which the lesson is based. Lesson 1: Describing objects. This lesson is intended to help students describe objects in English when they don't know or remember the name of the given object. In my opinion, this is a valuable skill that benefits both natives and second language (L2) users, particularly when students live in an English-speaking country where they often need to request items without knowing their names. The language skills and objectives appear to be appropriate for the specific level (B1/B2), as pupils should have the correct level of grammatical fluency and competence. The content… half the paper… and bits of language would be practiced thoroughly. Subsequently, oral practice will be more successful because students will have the opportunity to try out the new language, and not just the language they already know with skills they may already have. Works CitedCook, V., (2008). Second language learning and language teaching. Fourth edition. London: Hodder Education.Ellis, R., (2008). The study of second language acquisition. Second edition. Oxford: OUP.Harmer, J., (2007). The practice of teaching the English language. Fourth edition. UK: Pearson Education.Lightbown, P.M. and Spada, N., (2006). How languages ​​are learned. Third edition. Oxford: OUP.Richards, J.C., & Rodgers, T.S., (2001). Approaches and methods in language teaching. Second edition. United Kingdom: CUP. Scrivener, J., (1994). Learning Teaching. Oxford: Macmillan Heinemann.