Find the Content and Exercises with Solution
Lesson Objectives
Lesson Objectives
To help students narrate personal experiences that highlight emotional and human connections using a clear, structured approach with the STAR method.
Use this structured table to narrate experiences of Emotional & Human Connection: Situation → Task → Action → Result.
STAR Method: Situation, Task, Action, Result
Include setting, goal, actions, and outcomes
Focus on feelings, thoughts, and interpersonal interactions
Useful for Speaking Part 2 & Writing Task 2
| Step | Focus Area | What to Include | Example Phrases (Set 1) | Example Phrases (Set 2) | Example Phrases (Set 3) | Example Phrases (Set 4) | Example Phrases (Set 5) |
|---|---|---|---|---|---|---|---|
| 1. Situation | Set the scene |
|
Set 1 “Last winter, I volunteered at a local hospital every weekend. The ward was full of elderly patients, many of whom had no visitors because of the pandemic. I was one of several volunteers, but I quickly formed close bonds with two patients who always waited for me eagerly.” |
Set 2 “Two years ago, during my school’s charity drive, we visited an orphanage in a rural town. The children there were mostly between five and twelve years old, living without parental care. Our team of students arrived with supplies and games, ready to spend the day with them.” |
Set 3 “Last summer, I joined a community counseling session organized for refugees who had recently arrived in my city. Most of them were parents and children displaced by war, struggling to adjust to their new surroundings and carrying deep emotional scars.” |
Set 4 “Earlier this year, I joined a support group for people recovering from serious illnesses. The group met weekly in a small community hall, where patients and their families would share their experiences, challenges, and progress in a safe space.” |
Set 5 “During a cultural exchange program abroad, I stayed with a host family for a month. They welcomed me into their household as if I were one of their own, and I got to witness how they interacted with each other in everyday life, filled with warmth and mutual care.” |
| 2. Task | Goal or challenge |
|
Set 1 “My responsibility was to comfort patients and reduce their loneliness by engaging them in conversations. The challenge was to keep their spirits high despite their fragile health and isolation.” |
Set 2 “Our goal was to bring joy to the children by organizing activities and showing them that people genuinely cared. I personally had to help coordinate games while making sure every child felt included.” |
Set 3 “I had to help refugees open up about their experiences, connect with others in the group, and feel accepted in the new community. The challenge was overcoming their hesitation and building trust.” |
Set 4 “My task was to listen attentively to patients’ stories, encourage them to express their emotions, and contribute advice when appropriate. The challenge was maintaining positivity while hearing painful struggles.” |
Set 5 “I needed to adapt to the host family’s culture, observe their daily routines, and contribute positively to household life while respecting their traditions.” |
| 3. Action | Steps taken |
|
Set 1 “I sat with patients for hours, listening to their life stories and occasionally sharing my own. I read books aloud, cracked small jokes, and often reassured them by saying, ‘You’re not alone—we’re here for you.’ I felt empathy and a strong desire to make their days brighter.” |
Set 2 “I played soccer with the children, helped them with drawing, and told them funny stories from school. When one shy child hesitated, I knelt down and said, ‘You’re part of our team too.’ Their laughter and smiles made me feel deeply connected.” |
Set 3 “I guided group discussions, translated their worries when needed, and shared my own small struggles to make them comfortable. At one point, I said, ‘It’s okay to feel scared, but you’re not alone here.’ I felt compassion and determination to support them.” |
Set 4 “I asked thoughtful questions about members’ progress, listened carefully, and shared coping strategies I had learned from books. Their gratitude and nods encouraged me to continue, and I felt a deep warmth while participating.” |
Set 5 “I helped prepare meals, joined family conversations at dinner, and even assisted the children with homework. When I struggled with their language, they laughed kindly, and I laughed along, realizing how genuine connections can form through small gestures.” |
| 4. Result | Outcome and reflection |
|
Set 1 “The patients became happier and more relaxed during my visits, and they told me they felt less lonely. I learned the power of listening and patience, and I grew more empathetic as a person.” |
Set 2 “The children gained confidence and expressed joy openly. I realized how small acts of kindness can create lasting emotional bonds, and I felt grateful for the chance to make a difference.” |
Set 3 “The refugees felt supported and slowly integrated into the community. I learned the importance of respect, cultural understanding, and offering encouragement to those in need.” |
Set 4 “Members expressed gratitude and said they felt stronger after sharing. I felt fulfilled, and I recognized that true human connection can be a powerful tool for healing.” |
Set 5 “The host family appreciated my efforts, and I felt like part of their family. I learned valuable interpersonal skills and discovered the importance of kindness in building cross-cultural relationships.” |
📖 Key Features
- 📌 Format: Text with High Qquality Graphics
- 📌Content: this text is very helpful for IELTS students, especially for Speaking Part 2 (cue card tasks like "Describe a person you admire") and also for Writing Tasks where structured description is needed.
- 📌 Ideal for: IT-Assisted Classrooms
- 📌 Perfect for: Presentation Purposes and Personal Learning too
🚀 Contact us to get your password!
🚀 Confirm or Renew Your Membership!
✅ Reading Course for Grade 8!
✅ Grammar Course for Grade 8!