Open with an image of a stack of magazines and ask the students: - Can someone, anyone, tell me what they see here? - Does anyone here like reading magazine stories? - Where do we usually see magazines? - So would we say it is like a last resort for entertainment? WRITE DOWN SOME RESPONSE SENTENCES - maybe some correction.

Begin with a gist task for the students - prediction. "We are going to be discussing a magazine story today. First, I want us to take a look at this image and the words floating around it." Provide an image of the sea on Mull in Scotland, with people frolicking in the water. Provide the following words: grandson, holiday, recognize, scary, summer, swimming, thirty seconds, and wetsuit. "Here's your task:" - Individually, 2 minutes: to come up with a story. - In breakout rooms, 2 minutes: have students discuss and come up with a story of what may have happened - "HOW MUCH TIME DO WE HAVE TO GUESS? HOW MUCH TO DISCUSS?" - listen in and note down any trouble words or phrases students mentioned, and call on them to share during OCFB and attempt to correct, or self-correct and reformulation. "Can we assume that this is a vacation gone wrong?"

Have students read the conversation: Share the Google form with the conversation and select the correct summary: - A grandfather went to vacation with his wife and grandson to the Sea on Mull, jumped in the surprisingly cold water with his grandson, and the grandfather lost his short term memory. - A grandfather lost his memory, his wife and grandson took him on vacation, and they went swimming in the Sea on Mull. - A grandmother and her grandson took the grandfather on vacation, the grandfather lost his memory, so he jumped into the cold waters. With another Google Form, with words/phrases, and have students answer whether the phrases are from the: - story teller - listener On new screen (whiteboard) Go over some definitions and ask appropriacy questions on some words/phrases. Provide some example sentences and call on students to reformulate parts of speech phrases or other ways to say the sentence without loosing its meaning. Go over intonation of short sentences. Go over sentence and words stresses. Go over linking sounds and collocations. Have students REPEAT after me.

In breakout rooms, Student A has 5 minutes to go over these notes and formulate a flowing story to tell their partner, 5 minutes for the story-sharing. - footballer woken from a coma after a car crash speaking fluent French - former professional footballer Rory Curtis, 25, suffered serious injuries after crash on motorway 4 years ago - in a coma 6 days - he came around, speaking fluent French. Not spoken in twelve years. - did not recognize himself in the mirror - convinced was actor Matthew McConaughey - left the hospital Nov 2012 still able to speak French - mother Vera said: - "so lucky to be alive. We thought - lose him. - all of a sudden wakes up speaking French." - Curtis treated with experimental drug. Learnt to walk again after just two months - and playing football again Student B: - Fifty-three-year-old office worker Doreen Cree to climb Mount Kilimanjaro for a second time - because she FORGOT the first time she did it - Doreen - known as Dee - first reached the top of the African mountain in 2012 - suffered altitude sickness - had to be escorted down by a doctor - her memory blacked out - has five-hour gap in her memory including watching the sunrise from 6,000-metre-high peak - has photographs taken at the top cannot remember - now determined to get the memories back - climbing the mountain a second time - symptoms of altitude sickness - face swelled up - almost unrecognizable - last thing remember - climbing down - never got memories back, so climbing again Switch PARTNERS to practice again. LISTEN for students with error speech. And call on them to share during OCFB. Write down errors and use those sentences for DEC and feedback.

With example of sentences heard during monitoring, go over them with the class. - which sentences are incorrect - reformulate