Instructions: Write 8–10 irregular past verbs from Week 4 on the board (e.g., went, took, got, had, saw, found, made, spoke). In small groups, students: Create one sentence using any two of the verbs Share with another group, correcting form or meaning if needed Instructor boards a couple of shared examples and briefly highlights form and usage.

First Listening (with subtitles) Students complete Cornell Notes: Left column: key verbs, new vocabulary, and quantifiers Right column: sequence of events and settings Bottom: brief summary of the week Second Listening Students listen again and focus on the order of actions, marking time expressions and sequencing terms (first, then, after that, finally, etc.)

Instructions: In small groups, students: Compare notes and build a shared timeline of what the speaker did Each group writes 3–4 full sentences using: At least 2 irregular past verbs 1 quantifier 1 sequencing connector Then, groups present their version of the speaker’s week in summary form.

Whole class: What was the easiest part to understand in the story? What word or expression helped you the most? Instructor boards 3 student examples from Cornell notes and highlights good structure and clear vocabulary.