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Upper-intermediate level


In this lesson, students will focus on writing a short story of 50 words about the context they choose, concentrating on using the accurate language with narrative tenses and lexis coherently.


Abc tape & stickers
Abc answer keys photo-copy
Abc Power Point Slide_1_movie posters
Abc WB
Abc 50 words paragraph model
Abc Power Point Slide_2
Abc Power Point Slide_3_ beginning sentences of stories
Abc HO_1
Abc powerpoint_4_useful language
Abc HO2
Abc HO3_criteria
Abc HO5

Main Aims

  • To provide practice of narrative writing in the context of a short story, limited to 50 words and to enable students to complete another short story of which the entrance is provided.

Subsidiary Aims

  • To provide practice of narrative tenses, adverbs and adjectives in the context of short story


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Students see four different movie posters on the white board. T asks students what they see on all the posters and as answers are elicited, T writes these on the wb. Then, T asks students to work in pairs, choose two movie posters and discuss some more details in pairs.

Test #1 (5-6 minutes) • To gauge students' prior knowledge about writing

T shows Ss a paper on which a short paragraph is written to show them how long 50 words should approximately look like. T asks Ss to individually write a short story of 50 words about the movie poster they chose. T also asks Ss to include two adverbs in the story. T gives an example and asks w/c which word in the sentence the adverb is. 'Could you kindly add two adverbs to the story' S individually write the story

peercheck (2-3 minutes) • To give students an opportunity to read and view different approaches, find out about the potential errors

After writing the story, Ss swap stories and they each edit the story of their pairs' T reminds Ss not to count the words. During both writing, T monitors, points out the areas to be corrected, taking notes and helping students as they need it.

Teach (4-6 minutes) • To review areas of the target language where students had difficulty in the first test stage, focusing on lexis to make the story more vivid, meanwhile reviewing MFPA

T shows the picture of the short story 'a small mistake' on the WB. T gives instructions about the first stage: reading, not minding the empty gaps. T writes two questions on the WB. T gives the HO with the short story and asks ss to read in 1 minute. W/C discusses the answers. T asks other questions about the topic, elicit answers T clarifies new vocabulary by eliciting, writing extensions on the WB etc. / T also highlights the form on the board, drills some vocabulary

Controlled Practice (4-5 minutes) • To enable students understand/remember the kind of adverbs and adjectives to be used in writing a story to make their story more vivid.

T gives instructions about ex:b, gives an example T asks ss to complete the answers in different pairs and reminds ss to think about the meaning and position of the words while placing the correct words in the blanks. T highlights some unknown placement of the adverbs on the WB. And clarifies vocabulary if needed. T hangs 2 answer keys on the wall. Students check their answers by looking at the wall.

Teach #2 (3-5 minutes) • To draw students' attention to writing with the target language by providing more examples

T shows the useful language statements with the empty blanks on the WB and elicit s to complete.

Test #2 (8-10 minutes) • Check students' writing ability with the help of useful language again and compare with the first test

T shows the alternative beginning sentences of the new short stories that the ss are about to write. T asks Ss to choose from the alternatives and discuss with peers for 2 minutes about how to write the rest of it. T tells students that this activity is a story contest organized for a film and the winner shall take part in the script writing team. T hands in the script-writing paper to all ss. T monitors as Ss write a short story of 50 words.

Feedback & error correction (4-5 minutes) • to motivate ss for the good language while highlighting some errors

T instructs the students to hang their stories on the walls of the classroom and read the story of others. T also gives students a criteria check list and asks them to read the criteria list before reading the stories. Students read the stories. Before sitting back they mark their winner with a sticker At the end winner is announced. T highlights some good language and corrects some mistakes by allowing ss to find their own mistake

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