T shows Ss a hand-out with book covers of internationally known stories (Alice in Wonderland, Christmas Carol, Aladdin). T asks what all these pictures have in common (Answer: Well-known stories). T asks Ss to think in pairs/groups what made these stories great. In pairs/groups, Ss discuss and list the components of a great story. Ss then write the components on cut up sheets of paper (each on a separate sheet) and pin them all on the wall. Ss then read what other groups pinned on the wall, return to their part of the wall and add missing ideas they agree with.

T says Ss will now watch a video about a famous book character for children, Mog (cat). The story is called 'Mog's Christmas _____________'. The teacher leaves one word in the name of the story out for Ss to think of it after they watch the video. On watching, Ss have to decide what components of a great story Mog's story has (T points to the generated by Ss ideas). When finsihed, Ss discuss in pairs/groups what components of a great story Mog's story has, discuss ideas for the name of the story (Answer: Mog's Christmas calamity). T elicits the word calamity from Ss, uses concept questions to help Ss understand what calamity it.

T distributes the beginning of Mog's story with the infinitive of all verbs in the place of Past Continuous. Ss have to open the brackets, using the correct form of the verb in pairs. When finished, T says Ss will watch the video again and check their answers. T also asks Ss to pay attention to the beginning and the end of the story: What story-telling techniques are used at the beginning and the end of it? On watching, Ss check their answers in pairs (receive written keys is necessary), discuss the story telling techniques used, report their findings to the whole class (Answer: Past Continuous to set the setting and a moral/message at the end). T asks them why they think Past Continuous was used at the beginning of the story, elicits answers (Answer: to make it more alive, give the impression of the reader/viewer participating in the events). If necessary, T elicits the position of Past Continuous on a time line.

T asks Ss to think about their childhood in which we all had some calamity/accident/good or bad luck stories. T asks Ss to think of a story like this they would like to share with their groupmates. Ss think what kind of story they will tell and share it with their partner. T also suggests Ss think how they can use the Past Continuous to introduce the listeners to the story. T then asks Ss to think of 5-7 key words from their stories and write them down. Monitors, approaches Ss individually, helps, if necessary, with generating ideas and vocabulary.

T then writes some of the generated vocabulary on the board, elicits the meaning of the words from Ss, uses concept questions to clarify the meaning. T also jots down examples of good language heard from Ss when monitoring and that which needs correction. Elicits the right answers from Ss, drills where necessary.

T says Ss will now practice telling their stories to each other in pairs. Ss are given two-three minutes to tell their stories. When finished, Ss mingle, find partners and share stories again. At the end, T collects feedback on whose story Ss's find a great one and why, whose stories had all the componenets of a great story generated by Ss before. T thanks Ss for participation, closes the lesson.