My life
Beginner level


In this lesson, the students will learn to tell things about their life. The lesson will start with talking about life events. It will be continued to learn some words and usages that exist in the listening. This will be followed by gist listening and detailed listening. Finally, the lesson will end with activities that will be talking about our own lives.


Abc Gap-fill hand out, PPT, Unlimited student course book, matching cards and its visiuals, photos

Main Aims

  • To provide specific information and detailed listening practice using a text about Life in the context of talk about your life

Subsidiary Aims

  • To provide clarification and practice of Life in the context of Life events
  • To provide clarification and review of verb collocations in the context of life events


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

The T will show some pictures about his own life (when he was a child, young, moved to New York, got a job, and got married). Then, T will have the sts guess what the each photo is about. At the end, T will ask them to discuss about the photos in pairs.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

The T will have the sts guess when was each photo taken. This will be followed by exposuring the target language. The teacher will give the sts card on which TL is written. Then T will ask the sts to guess which card matches with which picture. After that, the T will ask the sts to talk about their own short life story with using TL. The teacher will pick some words and phrasal verbs from the context to explain the meaning, form and pronunciation. So the sts will not get difficulty during listening. The teacher will ask some CCQs and use some pictures of his life periods to clarify the meaning of some verb collocations which are hard to internalize for Turkish sts. CCQs: > for "grew up" - Am I still a baby or young? - Am I the same or older? - Did it happen now or in the past? >for "got a job" - Did I work in the past? - Am I still working? - Did I take something?

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The listening contents two short life stories. The T will have the sts listen these two stories one by one. The T will project two gist listening questions on the WB for each short listening. - Where is he/she from - What is he/she doing now? The sts work individually first. The T have the sts work in pair to discuss as needed.

While-Reading/Listening #2 (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

The teacher will project 3 questions about first person's life, then play the listening to answer some more detailed questions: - Where did Cheng move to England? - What did he study? - Where is he now? After that, the T will play the second life life stories: - Where did Donna meet her husband? - What dd they do in London? - When was her children born? Was it a boy or a girl? After each st has finished working on these questions, the T will ask them to compare their answers in pairs.The, the T will get feedback from the pairs and do error correction as needed.

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

The T will give the sts HO which contents: where you lived school/university work people and grew up wnet to scool get a job met Then, the T will write something about the ss` life with using the words above. After the sts put their paper down, they started to guess their partners' life.

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