Stage

and aim

Time

Interaction Procedure

Warmer:
To get Ss talking and warm
them up J

5 10 mins

S-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

S-T-S

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

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

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

5-10 mins

S-S
S-T-S

Listening - Gist task:

Ss listen for general
understanding

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

5 mins

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

S-T-S

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

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
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The United Kingdoms 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

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.

S-S

Elicit tenses and use Concept checking questions to check understanding. (See
language analysis sheet)

T-S-T

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 (Dont bother with past
simple tell each pair which one to look at)

Controlled practice:
To give Ss restricted practice of
the tenses

10 mins

S-S

Ask Some pairs to come and write form on board. Elicit any correction from other
Ss. (see language analysis sheet)

T-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!)

S
S-S

Elicit answers

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The United Kingdoms 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
Freer practice
More personalised and less
restricted practice

10 mins (or
whatever is
left)

Did you notice anything strange about the text? (Its 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.
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!

S
S-S
S-T-S

Take a few minutes and think about it. Then make some notes on a piece of paper.
(Just notes, dont 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 Kingdoms international organisation for educational opportunities and cultural relations. We are registered in England as a charity.

Writing (if out of time, this can be done as homework)

S

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)

The British Council, 2013

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