© The British Council, 2013

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

Stage  and  aim   Time   Interaction   Procedure  Warmer: To get Ss talking and ‘warm them up’ J

5 – 10 mins S-S S-T-S

As Ss come in, put them in pairs or small groups. Write some prompts on the board before the class:

• At the weekend I… • On Friday night I… • At 6pm on Saturday, I… • On Sunday morning, I …

Feedback: Ask Ss what they did/what their partner did.

Lead in/orientation to listening: To set the context for the lesson and prepare them for the listening.

5-10 mins T-S S-S S-T-S

Put picture of the Air stewardess on board. Elicit what Mary does. (Stewardess) Tell Ss that Mary had an interesting experience at work. Put pictures on the board. Put ss in pairs:

• Look at the pictures. What do you think happened? Feedback: Elicit predictions and write on board. Try and elicit ‘leak’ and ‘wooden leg’ – Check understanding

Listening - Gist task: Ss listen for general understanding

5 mins S S-T-S

Ask Ss to listen: • Are any of your predictions correct?

Get feedback quickly – Tick the ideas n board that were mentioned.

Listening - Focus on language: to help Ss notice the target language and how it is used.

5 mins

S-S S-T

Give Ss out the cut up sentences. Put them in pairs:

• Put the events into the order they happened. Now listen again and check. Check answers

© The British Council, 2013

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

Clarification To go over the Meaning, pronunciation and form of the language

10 mins S S-S T-S-T S-S

Give Ss the sentences from the audio script with the choice of tense. • These are some sentences from the audio. Look at them and choose the

tense that Mary used. Work alone first. (Demonstrate first one on board) • Now check with your partner. Then decide what the tenses are called.

Elicit tenses and use Concept checking questions to check understanding. (See language analysis sheet) Focus on the contractions and point out weak forms where relevant. (see language analysis sheet) – Elicit where possible Do some Drilling. Ask each pair to write down how one of the tenses is formed (Don’t bother with past simple – tell each pair which one to look at) Ask Some pairs to come and write form on board. Elicit any correction from other Ss. (see language analysis sheet)

Controlled practice: To give Ss restricted practice of the tenses

10 mins T-S S S-S

Tell ss Mary had another strange experience when she was working. • Give out the text • Read the text quickly. Has this ever happened to you? (lost passport or

ticket when flying) • Compare quickly with partner (30 secs!)

Elicit answers

© The British Council, 2013

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

T-S-T S S-S S-S S-T-S

• Did you notice anything strange about the text? (It’s all in one tense and sounds strange)

• Work alone: Try and rewrite the text using the narrative tenses. • Compare your text with your partner.

Give out the sample answer.

• Compare your texts with the sample. Are there any differences? Get feedback: Check understanding. Look at alternative answers. confirm or correct.

Freer practice More personalised and less restricted practice

10 mins (or whatever is left)

T S S-S S-T-S

Put prompts on board: at school/on holiday/at work/going shopping/in a restaurant… Preparation for writing: Tell anecdote: When I was at school, something really funny happened in one of my classes when I was about 9 years old. My teacher was…(tell them about Mrs Owen and the rabbit) So, that was something funny that happened to me when I was younger. What about you? Can you think of a strange or funny or unusual or nice thing that happened to you? Maybe a few years ago, but maybe yesterday! Take a few minutes and think about it. Then make some notes on a piece of paper. (Just notes, don’t write the story!) Now tell your partner about what happened. Get some feedback. But try not to get too much detail – Just ask who had a good experience, bad, funny etc…

© The British Council, 2013

The United Kingdom’s international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

S S

Writing (if out of time, this can be done as homework) Now write your story down. Try and use the narrative tenses where you can. Monitor carefully and give help where needed. Homework: Finish writing the story. Find or draw some pictures that you can use to highlight the story. (you will use these in the next class when you tell your story to a group)