Richard Vile Richard Vile

Pre-Int level


In this lesson students will brainstorm, talk about and write about their previous careers. They will practice with the simple past in the context of their lives and the day their lives changed.


Abc pg. 22 student's book
Abc pg. 23 student's book

Main Aims

  • To provide process writing practice of a for a paragraph in the context of about the day their lives' changed in the context of a letter to their friend.

Subsidiary Aims

  • To provide review and practice of of the simple present tense in the context of in the personalised context of a letter to a friend.


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

-T shows 1 picture on the board and "days that can change a persons life" asks students to think of some more. - T " Now, I want you to work alone and write down as many life changing days,have 2 mins" Are you working in pairs? How much time do you have? - T now compare your lists with your partner - T asks if there were in common and writes them on the board in two columns personal/ academic-professional

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

T: Explains that Ss will listen to a short interview that where he talks about what made him successful. Pay attention for what changed his life? CCQ's Did he go to business school? Was he successful immediately? How many businesses did he open? Why did he go to Pakistan? Listen again but this time do ex.5 but this time I want you to fill in the gaps. Solo Ss: compare answers. T: Elicits what form the questions are in? T: Then elicit rules for simple past questions, writes them on the board. First yes/no Then W/H

Useful Language (12-15 minutes) • To highlight and clarify by TL by asking each other questions and provide a model of the writing to be produced and then analyse it.

To highlight and clarify by asking each other questions about a day that changed their lives' and provide an opportunity to see a model of the writing to be produced and then analyse it.

Productive Task(s) (10-15 minutes) • Analyse the text that they will produce and then set the writing task.

T: Now we are going to look at another successful person. T: makes students A or B. SS: Students practice asking each other questions regarding Paul's life. First A asks B ex. 8 T: monitors / listening for errors T: hands out new cards Ss: repeat opposite order ex.9 T:monitors T: Here is Paul's story on the board. CCQs Is Paul successful now? Was he always successful? What happened? T: Project text and elicit the following questions about it. Where did the important day happen? Who was there? What did you say? What happened next? What was the result on your life? T: Ok, now its your turn. I want you to imagine that you are writing a letter to your friend. I want you to work alone and answer the same questions. I have started the first sentence for you. T: Hands out paper with the opening sentence, The day that changed my life was ...........; ICQs Are you speaking? or working in Pairs?

Feedback and Error Correction (4-6 minutes) • To provide feedback on students' production and use of language

Students read and discuss each other's writings. Compare and react. T: asks same questions as in exercise from p.22 Lastly Some error correction collected during monitoring

Web site designed by: Nikue