Students see four different movie posters on the white board. T asks students what they see on all the posters and as answers are elicited, T writes these on the wb. Then, T asks students to work in pairs, choose two movie posters and discuss some more details in pairs.

T shows Ss a paper on which a short paragraph is written to show them how long 50 words should approximately look like. T asks Ss to individually write a short story of 50 words about the movie poster they chose. T also asks Ss to include two adverbs in the story. T gives an example and asks w/c which word in the sentence the adverb is. 'Could you kindly add two adverbs to the story' S individually write the story

After writing the story, Ss swap stories and they each edit the story of their pairs' T reminds Ss not to count the words. During both writing, T monitors, points out the areas to be corrected, taking notes and helping students as they need it.

T shows the picture of the short story 'a small mistake' on the WB. T gives instructions about the first stage: reading, not minding the empty gaps. T writes two questions on the WB. T gives the HO with the short story and asks ss to read in 1 minute. W/C discusses the answers. T asks other questions about the topic, elicit answers T clarifies new vocabulary by eliciting, writing extensions on the WB etc. / T also highlights the form on the board, drills some vocabulary

T gives instructions about ex:b, gives an example T asks ss to complete the answers in different pairs and reminds ss to think about the meaning and position of the words while placing the correct words in the blanks. T highlights some unknown placement of the adverbs on the WB. And clarifies vocabulary if needed. T hangs 2 answer keys on the wall. Students check their answers by looking at the wall.

T shows the useful language statements with the empty blanks on the WB and elicit s to complete.

T shows the alternative beginning sentences of the new short stories that the ss are about to write. T asks Ss to choose from the alternatives and discuss with peers for 2 minutes about how to write the rest of it. T tells students that this activity is a story contest organized for a film and the winner shall take part in the script writing team. T hands in the script-writing paper to all ss. T monitors as Ss write a short story of 50 words.

T instructs the students to hang their stories on the walls of the classroom and read the story of others. T also gives students a criteria check list and asks them to read the criteria list before reading the stories. Students read the stories. Before sitting back they mark their winner with a sticker At the end winner is announced. T highlights some good language and corrects some mistakes by allowing ss to find their own mistake