TP7
B2 level
Description
Materials
Main Aims

To enable the students to practice writing in the context of their autobiography.
Subsidiary Aims

To enable the students to use vocabulary related to an autobiography.
Procedure (4555 minutes)
The teacher shows a picture that is symbolic of this lesson's topic. The teacher tells the students: "This class we will know more about each other. I would like to start asking you to mention something interesting about you." "Tell us a specific interesting fact about you." The students share their ideas with the class. The teacher hears the students' ideas.
The teacher shows the students what they can include in a short autobiography. The teacher asks one student: "Can you help me read the topics we have here?" The student reads the topics out loud. The teacher asks the students: "How would you explain the word milestone in this context of a life story?" The students share their ideas with the class. The teacher confirms the students' ideas. The teacher asks the students: "So, if I am talking about a milestone in my life, am I talking about something outstanding or not outstanding?" The students share their ideas with the class. The teacher confirms the students' ideas.
The teacher shows the students some vocabulary related to an autobiography. The teacher asks one student: "Can you help me read the vocabulary we have here?" The student reads the vocabulary out loud. The teacher asks the students: "What preposition do we use after the adjective passionate?" "If I want to say, for example: I am passionate _____ books." The students share their ideas with the class. The teacher confirms the students' ideas. The teacher asks the students: "From these words, which verb is similar to be fond of doing (sth) and take pleasure in (sth)?" The students share their ideas with the class. The teacher confirms the students' ideas. The teacher asks the students: "And what about be keen on sth?" "From these words, which verb is similar to be keen on (sth)?" The students share their ideas with the class. The teacher confirms the students' ideas.
The teacher shows the students a sample of the task they have to do. The teacher tells the students: "Now, you are going to write a short autobiography. Here you have a sample of the task you have to do." The teacher asks two students: "Can you help me read the sample?" The students read the sample out loud. The teacher tells the students: "You have 15 minutes to, individually, write a short autobiography.” “I will send you to Breakout Rooms in pairs just to support each other in case you need some help; for example: if you want to ask your partner 'Do you remember how to say this or that?', but, I repeat, each one of you has to write your own autobiography individually. "Now: Where are you going to write your autobiography? At the end of the presentation, you will find different slides with different numbers. I will assign a number to each one of you and you are going to write your autobiography on the corresponding slide. For example, this student is number 1, so she goes to slide 1 and types her text there." "This way, I will have the chance to monitor your writing." The teacher assigns numbers to the students. The teacher checks the students remember their number. Individually, the students write a short autobiography in Breakout Rooms. The teacher goes from room to room to see if the students need help for the task and monitors the slides to check what the students are writing in order to prepare DEC.
The teacher asks some students to read their autobiography out loud. Those students read their autobiography out loud. After hearing the students, the teacher points out, on a slide, certain mistakes the students made during the writing task. The teacher elicits the correct use of the corresponding language from the students, asking: "Is this correct?" "How do you say it correctly?"