ÖNCÜ COLLEGE – 7th Grades

ENGLISH COURSE PLAN

Week 7
Date:
19/10/2020

Level: C1 – C2

Learner Profile: 7th Grades

Language Skills: Writing

Class: 7–A/B

Smartboard, Coursebook, A thesaurus, Internet access

Materials and Aids:

Duration: 40’ + 40’

By the end of this lesson, students will be able to describe people and events, create topic
Aims:
sentences and use headings.

Students will be able to;

Objectives:  brainstorm,
 skimming and taking notes

Timetable Fit:

Students will be able describe a famous person’s life before and now.
Assumptions:
Students will express opinions about the famous person.

Some students may not organize content into four paragraphs: introduction, life before, life
Anticipated Problems: now and conclusion, may not use title and headings that describe the content and get readers’
attention and topic sentences may not present paragraph content.
 ÖNCÜ COLLEGE – 7th Grades
ENGLISH COURSE PLAN

STAGE/DURATION Teaching and Learning Activity INTERACTION MATERIAL / AIDS

PATTERNS
Warm-up/Pre- Activity • T forms pairs. T has students recall information about Mark T-S, S-S (Pair)  Smartboard
5 mins. Zuckerberg from the model text.
• T encourages students to share details with the class. T-S, S-T

While Activity  Smartboard

10 mins. Activity 1: Answer the questions:  Coursebook
• T writes PIE on the board and persuade, inform and entertain T-S, S-T  A thesaurus
vertically from the acronym. T confirms understanding of
the words.
• T asks: What was the purpose of the model text? (To inform T-S, S-T
and to entertain.) Was the model text entertaining?
(Answers will vary.) How can the text be more entertaining?
(Perhaps include more interesting details about Mark’s life.)
• T points out question 1 and reads it aloud. T has students write T-S, S (individually)
their answers.
• T tells students to answer the other questions. For question 4, T-S, S (individually),
T has students consider people that they are interested in and
who will interest their audience as well.
10 mins. Activity 2: Think about the lives of famous people. Brainstorm and write
the words you might use.
Writing Strategies.
• T writes the chart and its headings on the board. T has students T-S, S (individually)
refer to the model text and find examples for each category
in it.
• T reads the line from the model text: We know that he was an T-S, S-T
excellent student. On the board, T writes the words: excellent
and good. T asks: What is the difference between these two
words? Why is it better to use one or the other? (Excellent is
stronger and more specific. Good is vague.)
• T elicits several words from students, such as nice or fun, and T-S, S-T
writes them on the board. T works with the class to find more
precise words they could use to replace these.
• T forms small groups. T has students add words to each T-S, S -S (Group)
category. T reminds them they can use a thesaurus to help
them. T monitors and helps as needed.

T-S, S-T

Activity 3: Choose a famous person to write about. Write some

7-8 mins. ideas for your article.
• T has students choose famous people they are the most T-S, S-T
interested in or know the most about.
• T brainstorms different aspects of the person’s life such as T-S, S-T
career, private life, volunteering, and so forth. T writes the
words on the board.
• T has students use the words to write some ideas about a T-S, S (individually)
famous person.
7-8 mins. Activity 4:
• T forms pairs. T has students share ideas about the famous T-S, S-S (Pair)
people they’ve chosen.
• T encourages students to ask each other questions or T-S, S-S (Pair)
make suggestions.
Activity 5:
5 mins. • T has students look at the model text on page 16. T-S
• T asks: How did the author organize information about T-S, S-T
Mark? (Introduction, before creating Facebook, after
creating Facebook.)
• T tells students to look at their notes in activity 3 on page 18. T-S, S (individually)
T has them review the sections they have chosen.
• T writes Introduction, Life Before and Life Now on the board. T-S
T explains that their articles are going to focus on what their
 ÖNCÜ COLLEGE – 7th Grades
ENGLISH COURSE PLAN

famous people were like when they were younger and how
they are now.
10 mins. Activity 6: Writing Strategy T-S, S-T
• T explain that students are going to skim websites in order
to find more information about their famous people.
T asks: When you are looking for information, do you read
everything carefully or do you read quickly to understand the
main ideas? (Read quickly for main ideas.) T-S, S-T
• T says: After you find an article with good information, you
need to take notes. T asks: What information will you write in
your notes: complete sentences or the most important words?
(The most important words.) What is the most important
information you need to look for and take notes about?
(General information, life when they were younger and life now.) T-S, S (individually)
• T tells students to make a three-column chart in their
notebooks, with the headings General, Life Before and Life Now. T-S, S (individually)
• T has students use their mobile devices or computers
to skim articles on websites. T tells them to take notes in their
notebooks. T monitors and helps as needed. If some students
have difficulty with either skimming for main ideas or taking

10 mins. notes T helps these students identify the main ideas and take
notes on the most important information.
Activity 7: Complete the concept map with information for your T-S, S (individually)
article. T-S, S (individually)
• T has students review their notes.
• T tells them to circle the most relevant and interesting T-S, S-T,
information about their famous people. S (individually)
• T reads the concluding sentences from the model text: Mark
is a very important person now, so his life has changed a lot.
But I think he is probably still a fun person. T asks: What do
these concluding sentences tell you? (They express the writer’s
opinion.) T tells students to express their opinions about the T-S, S (individually)
famous people in their conclusions.
• T has students complete the concept map. T monitors and helps
as needed.

Post Activity Activity 7: Write a heading and a topic sentence for each
10 mins. section. • Coursebook
Writing Strategies T-S, S-T • Smartboard
• T elicits why headings are important in a text. T has students • Internet access
refer to the Writing Strategy entry on page 17 if they cannot
remember. (Headings help writers create well-organized texts.
They help readers find information quickly. Headings can also
interest readers.)
• T elicits the meaning and purpose of a topic sentence. (A topic
sentence is the first sentence in a paragraph. It presents the T-S, S-T
main idea for the paragraph.)
• T asks: What is the difference between headings and topic T-S, S-T
sentences? (Headings are short phrases. Topic sentences are
complete sentences.)
• T explains to Ss that both headings and topic sentences T-S
introduce topics to the reader. T reminds them that headings
should be interesting and get the reader’s attention.
• T has Ss complete activity 5. If some students have trouble S (individually), T-S
thinking of headings because they are not fully formed sentences
T explains that headings only have key words and they often do
not have certain elements, such as articles and the verb to be, to
keep them short and interesting.

Wrap-Up/Contingency plan
5 mins. Extra activity
• T forms pairs. T has Ss share their headings. T encourages them T-S, S-S (Pair)
to give feedback and suggest changes if the headings are not
clear.
Homework Option
• T has Ss fact-check the information they wrote about T-S, S (individually)
their celebrities. T encourages students to find and bring more
information about their celebrities to the next class.
ÖNCÜ COLLEGE – 7th Grades
ENGLISH COURSE PLAN