Ayşe Tolunay Ayşe Tolunay

TP 8
A1/2 level


In this lesson students will study and, but, or and e.g. through reading. They will work out the meaning and form of the linkers through a guided self-discovery sheet. Later they will practice using these linkers through a gap-fill activity and writing a social network profile for themselves. .


Abc HOs

Main Aims

  • To provide product writing practice of a a social networking profile in the context of personal information about one's self

Subsidiary Aims

  • To provide clarification, review and practice of linkers (and, but, or, & e.g.) in the context of social media profile
  • To provide gist and scan reading practice using a text about their teacher in the context of social


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

Show your social media profile sheet to the Ss. Try to elicit Facebook account. Ask: Who is she? E.A.: You. What's is this? E.A.: Profile Is this on the social media? Yes. Do you share your basic information on social media? Do you talk about your interests on social media? Discuss with a partner. (If needed explain basic info: age, hometown, job etc). 1 minute.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading

Read. And discuss in pairs. Do you have similar interests? Give them your social media profile sheet. 5 minutes. Get W/C FB.

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Read and fill in the blanks. Give them the discovery sheets. Let's do the first one together. Elicit the answer. Now you do it. Monitor closely. Check your answers with (a) partner/s. (At this stage try to get them work in groups if possible). Get W/C FB. If time: Read and answer. Give them the second gap-fill sheet with 5 questions on. Check with your partner. W/C FB

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Now you write a similar profile. Give them the HOs of profile sheets with no info on. Monitor closely. While monitoring note down language to give feedback on for the next stage of the lesson. Swap your profiles with a partner. Read it. Do you have any similar interests? Discuss. If time, post the profiles on the board and ask them to read each other's profiles, and discuss similar interests. Monitor closely. Note down TL to give feedback on. Get FB from some of the pairs if numbers allow from all.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Give FB and error correction based on the notes taken during the previous stage. If time, write them on the board and put them into pairs and try to elicit the correct forms from the students.

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