Jessalyn Jessalyn

Advanced/Upper Intermediate level


In this lesson, students will write a biography about someone. They will be given useful language to use and an example biography will be shown to them. They will write a biography and review their biography with their peers.


Abc Cunningham S. & Moor P. (2009). New cutting edge : upper intermediate : student's book

Main Aims

  • To provide product writing biographies in the context of describing lives of famous people

Subsidiary Aims

  • To provide practice with reading biographies about well known people
  • To provide practice reviewing peer student writing and giving feedback on grammar and language


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

T will share screen and show question that asks "What is one of your favorite biographies that you have read?" T will demo and share own answer. Ask Ss if they have any questions. If small class, share as a group, if large class- send to breakout rooms for 2 minutes. Bring back for OCFB.

Text Analysis (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T will share example of biography written by the teacher. T will give Ss 2 minutes to skim the text. T will ask Ss to share anything interesting that stood out to them. T will ask if they think the style of the text is formal, informal, or neutral. (neutral). T will ask Ss questions related to structure, such as: "What do we call the big words 'Biography of William Wilberforce'"? (Heading or Title) "What do we call the words written under the title?" (subheading or subtitle) "How many paragraphs are there?" (4) "What is the main topic of each paragraph?" (Early life and education, early career, conversion, end of career.) Then T will ask- "What is the purpose of the phrases in bold?" (the phrases help tell time context) T will ask "What is the part of speech of the underlined words in the bolded phrases?" (propositions/prepositional phrases) T will review use of the prepositions and prepositional phrases. T will ask if there are any questions. T will give list of useful phrases.

Writing their own biographies (14-15 minutes) • To provide an opportunity to practice target productive skills

T will tell Ss to think of a person and start looking up information about them. While they think and look up information, T will put Ss names on different slides in google slides. T will share google slides link in chatbox and instruct Ss to write the biographies on the slide with their name on it. They will have 12 minutes from this point. T will monitor and observe what students write on the google doc.

Publishing (8-10 minutes) • To allow students to give peer feedback

T will inform Ss that they will go into breakout rooms of 3 Ss to screen share their writing and for other students to provide feedback. (Spend ~3 minutes on each biography) Ask Ss if there are questions. T will send Ss to breakout rooms and monitor. T will make note of language and grammar errors to be addressed in DEC.

Feedback and Error Correction (5-5 minutes) • To provide feedback on students' production and use of language

T will ask some Ss to share what who they or their peers wrote about for the biography. T will share screen and show sentences with errors. T will elicit corrections from the students. T will ask Ss if they have any questions.

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