To provide product writing practice of a description of a person in the context of heroes of our lives.
To provide fluency speaking practice in a conversation in the context of describing our heroes using connectors.
To provide clarification of language used for describing people or a situation using functional language.
Procedure (35-46 minutes)
1- T tells the Sts about her hero, without mentioning the word "hero". 2- T asks the Sts who he might be for her and tries to elicit the word "hero". 3- After eliciting, T asks Sts to guess if the hero is a famous person or not. 4- T tells the Sts that a hero doesn't have to be a famous person. Instead, our heroes are mostly someone in our lives, mostly our relatives. 5- T asks the Sts to talk about their personal heroes in pairs.
1- T gives the Sts HO1 and asks them to fold the paper so that they will only focus on the reading text. 2- T asks the Sts to look at the picture and asks: "Who do you think they are?" , "Do you think this girl's hero is a famous person?" 3- T elicits answers. 4- T asks the Sts to read the text individually. 5- T asks the Sts to discuss what the text is about in pairs. 6- T elicits answers and asks the Sts to look at Activity 2. They will answer the questions in pairs. 7- T elicits answers and asks CCQs: * Why does she mention famous people like Nelson Mandela or Usain Bolt? * What happened when he was a young boy? * Why life wasn't easy for them? * What did he do to become a vet? 8- T tries to elicit the connectors in the answers for these questions. T makes drills.
1- T shows the example sentences including the connectors on the WB: * Although most people have got heroes like Nelson Mandela or Usain Bolt, my hero is my grandad. * He was born 80 years ago so he’s very old. * I like him because he’s very funny, friendly and kind to everyone. * He wanted to be a vet so he studied at night after work as well. 2- T asks CCQs to give a clearer meaning: * Is there a logical reason for him to be old? * Does she make a comparison between her hero and other people's heroes? * Why does she like him? * What did he do in addition to his work? 3- After clarifying the meaning, T asks Sts to complete the gap-fill exercise, Activity 3. 4- Sts check their answers in pairs. 5- T elicits the answers and gives feedback.
1- T shows the Sts "Get Writing" box on the HO1. 2- T asks the Sts to write about a person they admire, or someone they see as a hero. 3- T tells the Sts to use modal sentences that are given. "My hero is...", "He/She was born..." etc. 4- Sts complete the writing task individually. 5- T asks them to do peer-checking. T monitors.
1- T gives feedback on the writing task on the WB. T elicits the correct answers for the mistakes from the Sts. 2- T sticks papers on different parts of the classroom. On the papers, there are sentences in half and Sts will find the other half of the sentences to make a complete sentence according to the meaning conveyed by the connectors. 3- Sts who complete the sentence stick them on the board and write the full sentence under it. 4- T may ask them to do this in teams if there are enough students in the classroom.
1- T shows two sentences to the Sts about herself. One of the sentences is a lie and the other one is true. These sentences include the new connectors that they have learned. 2- T asks the Sts to decide which one is a lie. 3- T asks the Sts to write one sentence that carries a false information about themselves, and one true. 4- T asks the Sts to read their sentences and the WC tries to decide which one is true and which one is false. 5- T gives feedback.