Beverly Beverly

TP7 LP Bev
Upper intermediate level


In this lesson, students practice their writing by making an autobiography and analyzing the sections and language needed.


No materials added to this plan yet.

Main Aims

  • To provide process and product writing practice of a autobiography in the context of achievments in life

Subsidiary Aims

  • To provide practice of type of adverbs, subject and possessive pronouns


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

T. shows to Ss. something like a timeline of Shawn Mendes (a famous singer) and asks Ss. what do all these pictures and the line represent. "What is happening there, is it a story?" Ss. share thoughts. T. asks Ss. "can you put all this information on a piece of paper?", "If you wanted to know more about this singer, would you read this piece of paper?", "How is that piece of paper called?", "What do we normally do to describe ourselves or other people?

Sample analysis: layout (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T. let know Ss. they are about to read an autobiography of the teacher but before putting the autobiography, T. shows a slide with a question: "What should be included in biographies?". T. gives 10-1 seconds to Ss. to think about the question and then T. shows the autobiography for Ss. to read it. Ss. read the autobiography. (2 minutes) T. asks Ss. "what should be included in biographies?" T. gives a demonstration by typing "name" in number one. Ss. write the other characteristics with zoom's tools. T. shows the answers (guide).

Sample analysis: language (4-5 minutes) • To highlight and clarify useful language for coming productive tasks

T. shows the self autobiography one more time and asks Ss. to pay attention to the bold and highlighted words. (gives 30 seconds) T. asks Ss, what are those (bold words and highlighted words) CCQs: If I say Beverly Ramos was born in..., is it still an autobiography? what could it be then? why? Autobiographies are written in the first person or in the third person? T. shows a list of adverbs and personal pronouns and tells Ss. this could be helpful for their autobiographies.

Productive Task: writing (18-20 minutes) • To provide an opportunity to practice target productive skills

T. let know Ss. they are going to make their own autobiography T. sends through the chatbox a PDF with the list of things the autobiography must have and also the adverbs and personal pronouns. Once Ss. get the PDF, T. let know Ss. they will have 20 minutes to do the activity. Then, sends a link to google slides in which every slide will have the name of each student. There Ss. must write their little autobiography. T. asks Ss. to turn off their microphone. Ss. do the activity.

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

Once 20 minutes are done, T. let know students they are going to give peer feedback. T. sends a PDF with a checklist of all the things each autobiography needs to have. T. get Ss. in pairs and sends them to Breakout rooms for 8-10 minutes. ICQs: are you going to read each other autobiographies and give feedback? what is the checklist for? Ss. goes to BR DEC and OCFB (if necessary).

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