Ayşe Buse Özkan Ayşe Buse Özkan

Intermediate level


In this lesson, students will learn how to text in the context of excuses.The lesson will start a brief talk about use of social media. After that, some samples of texting will be showed.The lesson will go on pre-teach vocab matching activity and it will end with an writing activity.


Abc Handout
Abc Blank Paper

Main Aims

  • To provide product writing practice of a dialogue in the context of excuses

Subsidiary Aims

  • To provide practice of conversation in the context of excuses


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

The T gives a questionnaire about social media use. Students will ask each other these questions and give answers. The teacher elicits the answers and concludes that we use social media on a daily basis for communication purpose. -Do you use social media ? -Which applications do you use most ? -How many followers do you have on Instagram ? -Open your social media and show your last post to your friend. -Tell your friend the last message you sent. If is private, don't :) -How much time do you spend on the Internet ? -Have you ever met with someone on social media ?, - etc.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

The Teacher shows samples of chatting text to students. There will be two samples of texts which have different SMS languages.The T tell students discuss about the texts based on following questions. -Can you use SMS language while writing to your boss ? Why ? -Do you think are they friends ? Why ? -Why does this person use capital letters ? -While texting is punctuation important ? -Do you care about timing while you are texting ?

Useful Language (7-8 minutes) • To highlight and clarify useful language for coming productive tasks

The T asks some SMS language samples and want students to predict one or two. After that, the teacher gives handouts including abbreviation forms of SMS language words and presents some of them to students and asks students which one they know and use. After that, the T gives a handout and tells students do matching up activity. Such as; B4 (before) U (You), PLS (please), NVM (nevermind), TYVM (thank you very much ), etc.

Productive Task(s) (10-15 minutes) • To provide an opportunity to practice target productive skills

As a productive activity, some situations are given to students. Each student will have different situations on small papers. It will be a peer activity. The T tells students ''Imagine that you are chatting with your friend, and you need to follow up your conversation in your situation paper. Each of you have different situations and keep them as a secret. '' Students will write on a blank paper as if they texting. They need to follow up texting rules. Then, they practice their dialogues in speaking.

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

While they speak in peers, the T monitors and check out their writings. The T notes down errors and elicits them on the WB at the end of the lesson. Lastly, to wrap up the lesson, the T asks the question '' You wrote a dialogue and then practised it orally. What were the differences ? How did you express your feelings in writing and speaking ? ''

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