Niteliksiz Adam Niteliksiz Adam

Writing Lesson
Upper-Intermediate level


In this lesson, students will work on their productive skills, writing being the main aim. They will first start talking about the books and authors. This warm-up session will be followed by a task based on matching the names to the authors, and that will be followed by another matching activity (matching quotes to the names). At productive task stage, students first will talk about two different stories and then will write their own stories in pairs. The lesson will finish with error correction.


Main Aims

  • To provide product writing practice of a short story in the context of incredibly short stories

Subsidiary Aims

  • To provide deduction reading practice using a text about quotes in the context of quotes and authors
  • To provide fluency speaking practice in a discussion in the context of authors and quotes


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

1. Ask the students whether they are into reading novels or short stories and if the answer is yes, go further and ask more specific questions like how often do they go in and lose themselves in a bookstore, how much money do they save up for buying books, who do they favor and prefer reading, etc. 2. Show them the pictures. Tell them whether they know them or not and give them the names of the authors. Tell them to work in pairs, to go and stick the names under the pictures. Let them peer check and finally, give them the real answers if the matchings are incorrect.

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

1. Tell the students to work in pairs. Ask them whether they have best quotes or sentences written in their diaries or in their minds. 2. Show them the quotes which belong to the writers and tell them to match the quotes to the writers. Give them 3 minutes to discuss. Hand-in the names and the quotes. 3. Open the document on the board and tell the students to stick the books' names to the quotes correctly. After them sticking it, ask the classroom whether they agree or not for peer check. Show them the real answers. 4. Ask them what they felt about the quotes.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

1. Show the students the quotes. Ask them what the significance of them are and what they have in common. Tell them to work in pairs and give them a minute. Make your inquiries until they come up with how short the stories are. 2. Tell them to continue working in pairs and give them the chance to pull the pieces of papers from the bag and when they are finished, tell them to write a short story. Tell them to work on the first draft during brainstorming. tell them that they need to use at least two adverbs they've learnt during previous lessons and two contractions. Give them 10 minutes to write their stories. Monitor. 3. After ten minutes, ask them to swap the pages with the pair who share the same title with them. Tell the pairs to reduce the word count to 50 words excluding the title. Tell them to work on also the adverbs. Give them 10 minutes and monitor. 4. Tell the pairs to give the stories back to the owners. Then ask pairs to take a glimpse at their stories and read them to the whole class. check whether they used adverbs and contractions or not. Feedback if necessary.

Feedback and Error Correction (6-8 minutes) • To provide feedback on students' production and use of language

1. After listening to the stories, thank them and write a few sentences on the board including the ones in which the adverbs used. Then ask the students to correct the sentences and ask them to reformulate if possible. Do it by using the adverbs. Provide Feedback by giving smooth reformulations.

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