Questions: Ask the students: Who is this person? What do you know about their achievements? Why might they be famous? Teacher will display picture Talk about picture try to make it personal and encourage students to relate by sharing any personal experiences or opinions about this person.

Gist Question: Display the question: “What is the main focus of this biography?” Read and Discuss: Have students quickly read the text (1.5 minutes) and discuss the gist in pairs. Ask: What are the key points of this person’s life? How is the biography structured (introduction, main achievements, current activities)? Elicit responses from students T asks : "How many paragraphs are there?" What are the five: The beginning, middle, and the final at the end is a seprate one. How is the biography structured? (Early life, Early Career, Breakthrough, Achievements, Current status). Whats the point of paragraph 1? "Introduction- yes, we always have an introduction" What about paragraph 2, Third paragraph, Paragraph 4- paragraph 5- conclusion Whats the purpose of the words in bold, they are the correct tenses for the passage. Is the writing formal or informal, or neutral? formal Who do you think it's written for? ( For the general public/anyone else who might be interested in knowing a bit more about shakira.) Thinking about the tone of it, what can you say? What's it trying to do? What's the purpose it? (It's to inform poeple of Shakira's life) Is it meant to do anything else you think? Its giving you a very postitive impression, rather than being balanced, nothing negative really being said in here.

Tense Usage: Discuss the tenses used in the model text: So let's have a look at some of the language that is within it which is Useful. So here are a bunch expressions which are in that biography, what would you describe this language as? What does it do? What's the meaning? What's the purpose of these phrases? What's their function? It's functional language, so what's that function? They all have this in common, They are all transitional phrases, very useful functional language. We tend to use this alot. People use it alot in order to assist in creating a cohesive and engaging biography that guides the reader through different sections of the text. So this is why these words and phrases are used quite alot in writing. SO let's look at them a bit closer to how they're used. Ask student's what they have in common. "How they are used what can you say about them" Elicit response from students They create structure/order Can we move them in the sentences anywhere else? (Elicit responses) Give an example: Can I say for example:"At the age of 13, she signed her first record deal with Sony Music, . " How does that sound? (wait for responses) Can I put it at the end? (elicit responses) SO the answer is, you can actually move all of these to either at the end of the sentences or the middle- It's fine. However, You'll find that we usually put them at the beginning, especially with writing as long as you use commas. - Alright, then we have these 4. They all have something in common, what kind of words are they? has received numerous accolades (marks of acknowledgement) which gained helped her gain continues to work -Tenses. Present perfect tense ("has received") to indicate actions that started in the past and continue to the present. Simple past tense ("released," "gained") to detail completed actions. Simple past tense ("helped," "gain") to indicate cause and effect. Simple Present tense ("continues") to express current, continuous actions. Finally we have this phrase "Currently, Shakira lives in Miami and is working on a new album. How would you describe this bolded words? (is working on) So it's a verb, it has a prepostion after it, it's just a verb form meaning an ongoing activity which means she's presently doing something.

Activity: Note-taking: Instruct students to make notes about the person they will write about. They should consider: Where and when they were born, their early life (simple past) Their life as a young adult (mostly simple past) Their later life and current activities (simple past, present perfect, simple present/present continuous) Preparation: Allow students a couple of minutes to organize their ideas before they start writing.

Write your biography: Use the link in the chat, find your name on the document, and use that page to write on. Write a biography of a famous person who is still alive, using the notes made earlier. The biography should be approximately 120 words and consist of five paragraphs. Use the following structure: Paragraph 1: Introduction, including where and when the person was born and details about their early life (simple past). Paragraph 2: Their early career or initial achievements (simple past). Paragraph 3: Major achievements or significant milestones in their career (simple past, present perfect). Paragraph 4: Their current activities or recent accomplishments (present perfect, simple present/present continuous). Paragraph 5: Any personal details or current status (simple present, present continuous). Writing: Students write individually. ICQ: How long will this task task you? (15min) What will you be writing about? (about someone you know, or of a famous person who is still alive.) About how many words should you have? (120) You have 15minutes. Teacher shares google doc link. Teacher monitors and provides support as needed. .

Publishing- BORs After writing, exchange biographies with a partner and review them. Consider the following: Is the biography well-structured and organized? Are the tenses used correctly? Is it engaging and informative? Are there any grammatical or spelling errors? Provide feedback to your partner and make corrections if necessary.

Class Feedback: Share examples of students' work with the whole class. Highlight common errors and good use of language. Discuss: Feed back on Content: Was the biography engaging and informative? Were you interested in getting to know this person more? Feedback on Language: Were the tenses used correctly? Were there any grammatical or punctuation errors? Corrections: Address at least 5-8 errors observed during the writing task and peer review. ( Is it good or not good and if its not good how can I make it better?)