Jesus Kinverli Jesus Kinverli

TP7 Writing
Upper-Intermediate level


In this lesson, students will be introduced and will have an opportunity to practice the writing of a biography. They will also be able to distinguish the elements of a biography. And they will be able to write their own before class ends.


Main Aims

  • To provide process writing practice of a biography

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of biographies


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

I will begin sharing screens with students. what I will share is a google slide presentation that will include all I will use in this lesson. I will start the lesson by asking a couple of questions which will be the following: SLIDE 2 1- 'What do you do when you want to know about someone else's life? Ss will answer with things like reading, asking, investigating, researching, look for biographies of who we want to know about. 2- 'What do we normally do to describe ourselves? Ss will answer with things like talk about yourself, write a brief biography (what I want them to notice is that we will be talking about and doing self-biographies in this lesson)

Exposure (4-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

On the google slide presentation on slide number 3 I will share my own example of my biography. My biography will include the following: My name is Kinverli Lopez, I was born in Los Mochis, Sinaloa in 1995. I moved to California, United States in my early years and lived there a few years but returned to my hometown during my adolescence. I was deeply interested in preparing myself in the educational field when accidentally came around to the career of English Language Teaching and fell completely in love with the teaching concept. I am now a year away from graduating. And I am also currently completing the CELTA (Certificate in Teaching English to Speakers of Other Languages) course to certify me as a teacher internationally. I will ask students what things I included: How I structure them. SLIDE 4 name birth date and place early years education/profession what I am doing now I will tell students the voice I chose to write my biography in is in the first person, which means I include 'I', my name, and 'me' I will clarify ss that it is ok to write it in the third person, which means you will include 'you name' she/he, hers/his.

Useful Language (4-5 minutes) • To highlight and clarify useful language for coming productive tasks

I will move over to the next slide # 5 where I will include the same text that was in my biography and I will have some words underlined, others in bold, and some in red. I would ask students what type of words these are. The underlined words will be possessive adjectives and the words in bold are adverbs The red words are pronouns I will tell students this is the useful language they should use while writing their own in the next stage.

Productive Task(s) (14-15 minutes) • To provide an opportunity to practice target productive skills

On slide number 6 I will be instructing students to write their own biographies. I'll have some notes where I will tell them what content to include in their writings, and what types of words to use. They will have to write their own in a word document so it is easier to share in further stages. ICQ: what should you include in your biography? Answer: name, birth date, birthplace, early years act., education/profession, achievements, and what they do now! ICQ: What type of words would you use in your writing? Answer: possessive adjectives, pronouns and adverbs

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

For the publishing stage, I will put ss in pairs on BORs for 6 minutes and they will have to share their work quickly and comment on them. After I bring them back from BOR's, I will ask about what they talked about and what they found interesting about their peers and share comments about content and language accuracy.

DEC (3-4 minutes) • tell ss what they did wrong

I will write down things I see which are mistakes as they share with their peers in the stage before. and I will correct them if possible.

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