Marlon Marlon

scary story
Upper-intermediate level


In this lesson students will write a scary stiry and learn about the different parts of it.



Main Aims

  • To provide product writing practice of a narrative story in the context of scary stories

Subsidiary Aims

  • To provide clarification of narrative stages in the context of stories


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

T asks "Do you like to read? What kind of books do you read?" Then T presents 2 pictures of people reading scary books and asks "What are they reading?" T asks if students enjoy scary stories.

text analysis (13-15 minutes) • To provide a model of production expected in coming tasks through reading

1. T presents the story. Ss read and while they read they try to answer "What is the message of the story?" Students read for gist 3 min. 2. T asks CCQs to elicit vocabulary to help students understand parts of a story. Who is the main character in the story? ALICE Where is she? IN HER HOUSE What did she do that caused a problem? SHE TRIPPED AND LOST AN AMULET 2 min 3. T gives students a jamboad where they will organize the story in the different stages. Ss work in pairs. 5min 4. T shows the story again and focuses on form: past simple. and lexis: linking words. CCQs: is the story in the present or past? PAST. What do the word higlighted do in the text? CONNECT SENTENCES. 5 min

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

1. T presents a plan for a story and tells S to complete the plan with ideas for a story ICQs: Do you have to erite the whole story? NO, JUST IDEAS. 8 min 2. T presents bulletpoints and tells Ss to write their own story. Bullet points - Write it in past tense. - use linking words. - Make it short - Use the narrative structure (beggining, middle, end) 12 min

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

1. T tells students to check eachother's stories and see if they fullfilled the bullet points. 2. T corrects some sentences ad reformulates if necessary.

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