Cesar Rafael Arjona Vazquez Cesar Rafael Arjona Vazquez

TP8 LP Cesar Rafael Arjona Vazquez
Pre-intermediate A2 level


This is a writing lesson which intention is to provide Ss with opportunities to introduce and practice writing a shot story.


No materials added to this plan yet.

Main Aims

  • To provide process and product writing practice of a short story in the context of birthdays.

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about a short story in the context of birthdays.


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

T greets Ss T shows a slide with some images of birthdays (Google Jamboard), and asks Ss What is happening in the images. 1 minute T shares the link of the google Jamboard presentation where Ss need to discuss in Breakout rooms, in pair or trios the following questions: What do you like most about your birthday? Do you have any fun birthday traditions? 2 minutes T nominates one student from every pair to share their answers to the rest of the class. 1 minute

Pre-writing (7-8 minutes) • To provide a model of production expected in coming tasks through reading.

T shares the link, to a Google form where the Ss will read a short story about my 30th birthday. 1minute Ss answer in the same link Task 1 (Gist reading). They will have to choose the best title for the story. 3 minutes Are you working individually or in groups? (individually) Do you have to invent or select a tittle? (select) How much time do you have? (3minutes) Ss go to breakout rooms to check their answers 1minute T asks to Ss to share and justify the correct answers according to the text. 2 minutes

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

T projects a google slide presentation with some useful phrases, -highlighted in bold in the text, plus some extra ones- (sentences 1-3) and explain to the Ss the activity, T works the first one as an example with the class. 2 minutes Ss go to breakout rooms, in pairs or trios, to classify the phrases in the correct category. 4 minutes T ask Ss to tell their answers in class as a whole and confirm the correct answers with them. 1 minute Why did you choose that option? What helped you make that decision? T checks with Ss the structure of a short story with the previous example. 2 minutes

Productive Task(s) (13-15 minutes) • To provide an opportunity to write a short story

T shares the link to a Google Jamboard and asks Ss to write a short story with the title ‘My best birthday’. 10-13 minutes

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

T provides Ss with a checklist so that they can read a peer´s short story. 1 minute Ss go to breakout rooms to read each others story, and give feedback using the checklist.

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