Ewelina Ewelina

Short story
Upper Intermediate, B2 level


In this lesson, students will practice writing. The lesson starts with reading a short story. Using adverbs and adjectives students fill gaps and making the story more enjoyable. After students will work in small groups or pairs and write dialogue as part of the story. Finally, students are going to write a story with a partner.


Abc Latham-Koenig, C. & Oxenden, C. (2014) English File UpInt Ss Bk 3rd Edition, OUP

Main Aims

  • To provide product writing practice of a short story in the context of small mistake

Subsidiary Aims

  • To review of adjectives and adverbs in the context of small mistakes


Lead-in (5-7 minutes) • To set lesson context and engage students

Ask students: what does it mean small mistake? Did they ever make it? Student read the story with gaps and try to answer questions: What was the "small mistake"? What happened in the end?

Exposure (5-7 minutes) • To provide a model of production expected in coming tasks through reading/listening

Pair work. Using adverbs and adjectives students complete the story with an adjective or adverb from the list (each of pair will get it from teacher).

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Switch working pairs. They will write a dialogue as part of a story. Students try to imagine a conversation between the employee and Mrs. Simpson. w/c fb In exercise d, let students look at the highlighted time expressions and fill gaps.

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

Divide students into three groups, each of group will write a story with one of the sentences below (each of them will get one to do it): 1. It was eleven o'clock at night when the phone rang. 2. Alex had been working hard all day and was looking forward to going home. 3. We had been driving for four hours when we saw the sign for a small hotel and decided to stop. Firstly, they will: 1. Plan the content (write what happened simply, in about 50-70 words) switch papers let others groups to check and try to improve the story by adding more details, with adjectives and adverbs. Then papers coming back to the "owners", checking suggestions from their colleagues. 2. Write the story, organized in two or three paragraphs. use a variety of narrative tenses, adverbs, and adjectives to make your story more vivid. use time expressions to make the sequence of events clear.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Students exchanging stories and checking and correcting mistakes by themselves. The teacher is monitoring all the time and supporting.

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