Michelle Graham Michelle Graham

Teaching Practice 2 - MAGIC AND MYSTERY
Upper Intermediate level


This lesson gives Ss the opportunity to practise using the past forms (past simple, perfect, and perfect continuous) from the previous Slot through a short story writing activity. It also helps Ss to activate their background knowledge and passive vocabulary. Ss are asked to be very creative and imaginative, whilst the T walks them through the step-by-step process of planning to write (brainstorming, focusing on useful language), creating a rough draft, editing, and composing a final version.


Abc "Something strange happened on the way to..." worksheet
Abc Whiteboard, dry erase markers
Abc Blank sheets of paper, if needed
Abc The Invisible Man reading excerpt (if Asma hasn't already handed this out to Ss)
Abc Optional: roll of shiny, new US pennies

Main Aims

  • Main Aim: To give Ss practice in writing a mystery story implementing the TL.

Subsidiary Aims

  • Sub Aim: To give Ss the opportunity to practise the past simple, perfect, and perfect continuous.


Stage 1 (Lead In) (6-9 minutes) • To create interest/context for a mystery story students will be writing and to revisit some of the phrases and fixed expressions used in storytelling.

Stage 1: - Tell Ss that they will work together to write a mysterious story that starts with "Something Happened on the Way to..." (If time and if appropriate, T may start with a brief lead-in in which T asks students to ask her about the strange thing that happened to T on way to school that morning.) - Refer back to stories from previous Slots in lesson and/or lead-in T story about key phrases that are used when telling stories, e.g. "but he/she/I/they/we realised that..." "then X noticed that..." "It had been snowing/raining all day/night, and..." "X felt uneasy about..., so X ..." - Point out grammar tenses in these examples, as needed - Nominate different students to finish the sentences using these words, if this task seems easy (if not, save this task to be done in GW during stage 2)

Stage 2 (Brainstorm questions to answer in story) (5-7 minutes) • To get Ss to discuss the who, what, where, when, how, etc., that they will include in their writing activity

- Divide class into pairs - Elicit question words of Who, What, Where, When, How, etc. on board - Ask students to work with their parnters to brainstorm ideas about questions that can be asked, (Who, What, Where, When, How...) - Get FB from WC about what sort of questions they can ask to come up with story ideas

Stage 3 (Answer HO questions with more specifics) (13-15 minutes) • To give Ss more targeted questions about details to include in their story and to consolidate these into one rough draft)

- Tell Ss that we now want to get more details about the who, what, when, how, etc. - Divide class into groups of 3-4 Ss (can consolidate pairs from previous exercise) - Before handing out 8a worksheet, tell Ss that they don't have to follow the exact formula outlined in the HO questions (e.g. something happened to the car, there was a strange smell, etc.) These questions are only a GUIDE to help them if they don't know what to write, but Ss are encouraged to be creative and have fun if there is another way to describe something that happened on the way to xxx (e.g. I was walking, She was riding her bike, They were taking a late night bus, etc.) - Explain that the entire group will come up with a story together, so each person will play a part in the creative process - Hold up worksheet and tell Ss that they will read through each question silently, then they will discuss each question as a group and come up with a couple sentences for each question to include in their story - Tell Ss to designate one person in the group to be the secretary and consolidate all the sentences onto one sheet of paper - T monitors and helps each group, as needed

Stage 4 (Write final story) (6-9 minutes) • To involve entire group in the editing process of correcting grammar, vocabulary, and then coming up with a final composition to present to the WC

- Monitor each group to ensure each has completed a draft - Address WC to pass the draft around to other members of their small group to proofread and correct errors - After all errors have been corrected, a designated person (secretary or new student) rewrites the final draft*** (***If time allows! Otherwise, it may be okay to use the rough draft with corrections, if the edits are neat enough. Monitor each group and look over drafts to see if they are legible.)

Stage 5 (Each group reads their story aloud to WC) (4-5 minutes) • To allow Ss to hear stories of other groups and provide FB

- Each group designates a S to read their story aloud - After each story is read, the class takes a vote on which story is the most interesting - If allowed by supervising tutor, each member of winning team receives a "penny for their thoughts"

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