Javad Javad

Incredibly short stories
Upper-intermediate level


In this lesson, students concentrate on adverbs and their placements in a sentence. To help students learn this grammar they are given some short stories (in 50 words) with some adverbs from different types in each story. They need to work out the meaning of some new words as well. To assist the learners to use the adverbs as efficiently as possible they are given a number of controlled and freer practices.


Main Aims

  • To provide clarification and practice of Types of Adverbs in the context of Short stories

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a reading habits in the context of Short stories


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

Students see some hours and minutes on the left side of the board with some countries' names on the right and some Book's title in the middle. They need to find out the connection between them. They may think it's about time zones but actually they are the numbers of hours people read in each country per week and the book's title in the middle are famous Turkish novels to give them a hint to find the connection.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Students see four photos on the board which they need to discuss what is happening in each one in groups and some of them share their ideas with the whole class. While they are doing this they learn some new words as well to describe pictures in more details. After that, they are given some short stories regarding the photos. Each student has two stories to read. They are given a glossary as well to have fewer problems with the texts. after they read the story they tell their partner what their stories are about since each student has two different stories. Students may notice there are some other vocabulary items they have no idea what they mean. To help them to have a better grasp of the stories, they are given some definitions which they need to find the word it defines in their stories. They do it individually first then check in groups with partners. Answers are checked in the end. In the end, the learners have four titles which they need to decide which story match which title.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Students see four words which they are familiar with. The thing is teacher wants them to find similar words for each of the same stories they read. To help them with task teacher requires a clear number of words for each. The learners need to do it individually then check their answers with their partners then early finishers can get to the board and write the answers. Teacher checks the answers with them in the end.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Now students see four categories of words on the board. Teacher asks them their part of speech. Interestingly the learners see that all of them are adverbs. Teacher asks them to see what each category is about. Teacher elicits the answers and writes them on the board next to each category. The next thing is Students are required to see where they are used in a sentence. The learners have to work on their own first then with partners. Teacher asks students to share their answers with the class. Teacher asks students if they are happy with the answers then finalizes the task with answers.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students are given a task which they need to use the given adverbs in the right place in the sentences. To make sure students know what to do teacher asks some ICQs. Students do it individually then check with a partner. Teacher gives the answers on a piece of paper to each student. The following activity is a recording which students need to read incomplete sentences first then listen and then complete the sentences. They may require listening two times. In case they have problems with doing the task the script of the recording is given to them on a piece of paper. Students do it alone then check their ideas in groups. in the end they are given the answers on a piece of paper.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Students are given two photos with an adverb written under each. Teacher asks them to work in groups since each student has two relevant photos. They need work on a short story in their groups using given adverbs. Teacher asks ICQs to see everyone knows what to do. In the end, random students stand up and tell their stories to the class. While students are busy with the activity, the teacher walks around and monitors them and in case students make mistake with grammar or pronunciation he writes them down and in the end checks them with the learners to sort out the problems.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Students are shown three pictures to elicit three reading categories. After that students have some items to fit in each category. When they are done with that teacher project some questions on the board and students discuss them in groups. In the end, random students are asked to share what they have heard from their partners. Delayed error correction is possible here as well.

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