Enjy Fayek Enjy Fayek

FUE observation class
Intermediate, B1+ level


In this stage of the session, students will focus more on enhancing their speaking/writing skills. They will learn how to describe time periods. Which will help a lot when they get to the stage of writing their own biography.


Abc lesson audios
Abc SB

Main Aims

  • To provide product writing practice of a biography in the context of someone you know or know about

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of past generations.


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

This stage depends on time available. If there's no time for it, that will still save me my 15 minutes for the biography then this stage will be cancelled. The idea is, to give each students a paper with few sentences regarding the stages and phases of life. They will be asked to arrange them according to their points of view. Then, they will compare their ideas in pairs.

Exposure (8-10 minutes) • To listening for gist and specific

students will answer questions 1-a. Then they will listen to audio 1.53 about which relatives are B and S talking about. After that, some written little notes about members of their families who interest them. If there's enough time this could turn into a speaking activity.

Useful Language (9-14 minutes) • To highlight and clarify useful language for coming productive tasks

This is the stage where they are exposed to all the necessary skills they need to acquire. Which is how to describe the time, this will be needed while writing the biography. They will answer 3-a,b,c,d.

Productive Task (15-17 minutes) • To provide an opportunity to practice target productive skills

At this point, They will be asked to start writing few notes about the sentences presented in question 4-a, because they will writing a biography. In this stage, I will advise them to use everything they learned this class. Also to pay attention to their way of describing time.

Feedback and Error Correction • To provide feedback on students' production and use of language

Most of the times there's no time for such procedure to be done to the whole class. So I just take their written pieces and then write my notes and correction on each paper, and the next class I hand it out to them again so they can check them and ask me any questions they want. Of course small error corrections are possible. This happens during the writing task.

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