Casey Casey

TP8 Writing
B2 Upper Intermediate level


In this lesson students will learn how to write a narrative story, what makes a narrative, and will attempt to write one of their own.


Abc Zoom, Google Slides
Abc Google Docs
Abc TP 8 Lesson Material

Main Aims

  • To provide process and product writing practice of a narrative in the context of solving an unexpected problem

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about a toymaker in the context of solving an impossible problem


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

To lead in to the primary lesson topic I ask the questions "What is your favorite story?" and "What is a story and why do we tell them?." This asks the class to start generating an understanding of the purpose of a narrative.

Exposure (3-5 minutes) • To provide a model of production expected in coming tasks through reading/listening

Students are then asked to read a story for gist and answer what the purpose of the story is--to teach a lesson--and what that lesson may be. They are then asked to read that story again and determine its features: How many parts it has, who the main character is, where it takes place, and what we know about the character.

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

Students are then shown individual elements of a story, with the teacher eliciting the types of language we use for each part from the class first before providing examples. In this section we cover structure, characters, unexpected problems, the passage of time, writing what a character says, writing what a character thinks or feels, and descriptions.

Preparation (3-4 minutes) • To have students brainstorm for the following writing task.

Students are given a few minutes to think of some story elements they'll want to write about: a character, a setting, a problem for that character and a way they might solve that problem by the end of the story.

Productive Task(s) (15-16 minutes) • To provide an opportunity to practice target productive skills

Students are given time to write their stories uninterrupted, individually or in groups as class size necessitates, so that they can practice writing fluidly. As students write, I will observe for any mistakes in structure and grammar and highlight important elements that students include, to prepare them for revising their stories for accuracy in the feedback stage. I will observe for any students that are having difficulty or get stuck with their writing and will assist as needed.

Feedback and Error Correction (6-10 minutes) • To provide feedback on students' production and use of language

Students review their peers' stories using a checklist to determine if each story includes all necessary elements, followed by DEC for any sentences that need to be adjusted for accuracy.

Web site designed by: Nikue