Hamid Mohammadpour Hamid Mohammadpour

TP 6 Life Events
Elementary level


Students, during earlier stages in this lesson, will learn some verb collocations related to life events. The skills focus will be on a reading text about the life of Nelson Mandela in which students during a pre-reading stage will brainstorm ideas about Mandela and later during a while-reading stage, practice reading for specific information (dates and numbers related to Nelson Mandela) followed by reading for details as they will put the life events related to Mandela’s life into the correct chronological order. For a post-reading speaking and writing activity, students will work in pairs and prepare some information about life events of an influential figure in the history and later will ask the other pairs to guess that person.


Abc ex. b) chronological ordering
Abc pictures
Abc reading text
Abc ex. a) dates and numbers
Abc verb collocations
Abc verb collocations AK

Main Aims

  • To provide reading for specific information and detailed reading practice using a text about Nelson Mandela in the context of life events

Subsidiary Aims

  • To provide clarification and practice of verb colocations in the context of life events
  • To provide fluency speaking practice in a guessing game in the context of life events of famous people


Stage 1 (Lead-in) (3-4 minutes) • To set lesson context and engage students

Teacher writes ‘Guess Who?’ on the board. Teacher to the students: “I have information about a famous person. I read and you listen. Then you guess who this person is”. “Do I read? Yes. Do you listen? Yes.” Teacher reads life events about Albert Einstein: 1. He was born on March 14th 1879 in Germany. 2. He studied Physics and Mathematics. 3. He met Mileva Marić when he was at university. 4. He and Mileva got married in 1903. 5. They had two sons. 6. He finished university in 1905. 7. He started his first job as a teacher. 8. He and Mileva got divorced in 1919. 9. He became a professor at the University of Bern. 10. He wrote many books and papers about Physics. and then in the end, elicits Albert Einstein.

Stage 2 (Verb Collocations Match) (6-8 minutes) • Students will learn needed vocabulary for a later reading activity

Teacher groups the students to two groups A and B. And then each group into pairs. Teacher models task and writes: have in a city / in Turkey live a car / a house on the board and does this as an example. Teacher to the students: “Here I have some verbs and some other words. You match them together.” Each half has different sets of verb collocations. After they finish they check their answers with other pairs of their major group. Teacher: “Now change places with pairs of the other group and check their answers.” Teacher finally gives them the answer keys. In the answer key there are spaces for each collocation and students fill in those gaps with their own examples. Teacher: “Now you write your own example here.” When finished, teacher elicits some examples from students who want to share them with class.

Stage 3 (Pre-Reading) (3-5 minutes) • To prepare students for the text and make it accessible for the students

Teacher shows picture of Barack Obama and elicits his name. Teacher elicits his job: ‘president’ and drills it. T asks some CCQs to check if they understand the meaning. "Who is the president of your country? Mr. Erdogan." T then writes it on the board. T shows picture of ‘prison’ and elicits it and asks some CCQs to check if they understand the meaning. "Is prison a building? Yes. Do criminals stay in prison? Yes." T then drills it and writes it on the board. T shows picture of ‘a cell’ and elicits the word. If they don’t know the word, T give the word to them. T asks some CCQs to check if they understand the meaning. "Is cell a room or building? A room. Is it big or small? Small." T drills it and writes it on the board. T shows picture of Nelson Mandela and elicits his name. T writes his name on the board. T encourages students to think of the words on the board and guess the story that they are going to read. Teacher elicits some ideas.

Stage 4 (While-Reading #1) (8-10 minutes) • Students will be able to read and scan for specific information and write down sentences including those information.

T: “You read a text about Nelson Mandela and underline these dates and numbers in the box”. “And then write a sentence about that number or date from the text”. Teacher models an example for them. T hands out the text and the box containing dates and numbers. Students read the text alone and scan the dates and the numbers in the text in 1 min and then in 4 minutes write sentences about those dates and numbers. After they’re finished they peer check together. T monitors them during peer checking. T then elicits the sentences from the students.

Stage 5 (While-Reading #2) (10-12 minutes) • Students will be able to read for details and be able to put the life events into the chronological order.

“Here I have some sentences about Nelson Mandela’s life. You read the text again and put these sentences into correct order that they happened.” T models the first one. They have 6 minutes to work alone and put the sentences into the chronological order. After they’re finished they check the answers with their partners. During peer checking, T monitors on how well they're working on the task. T later in feedback, elicits the correct answers and asks them for justifications for their answers and discuss. T draws a timeline on the board, elicits and puts the events in the correct order.

Stage 6 (Post-Reading) (8-10 minutes) • To provide Ss with an opportunity to respond to the text and expand on what they've learned

T divides the Ss into groups of three and asks them to nominate a secretary for their group. T: “Do you remember the ‘Guess Who?’ game in the beginning of the lesson? Now, you think of a famous person but don’t tell anyone. Keep it secret in your group. Write some sentences about that person.” When they’re finished writing sentences, T asks them to stand up and mingle around the class and ask members of other groups to guess who that famous person is. T monitors Ss during writing stage and helps if needed. During mingle activity, when they’re speaking T takes notes of errors and mistakes and after they’re all finished, T focuses on some error-corrections.

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