get students curious | Show a dark, mysterious silhouette picture on the slide (unclear shape). Ask: "What do you think this is?" Take a few guesses. Reveal: "Today we are learning about monsters from around the world!"

Present each of the five words one at a time using the slide pictures: monster, myth, legend, folk tale, favorite. For each word: show the picture, say the word, give the simple meaning, use it in an example sentence, then ask one CCQ. Write each word on the board as you go. Drill pronunciation of each word chorally (as a class, together) two times.

Have students complete section A of the worksheet and fill in the blanks on the sentences provided.

Presentation - Monsters around the world | Present eight monsters, one at a time, each with a picture on the slide: the Loch Ness Monster (Scotland), Bigfoot (North America), the Kappa (Japan), the Yeti (the Himalayas), the Chupacabra (Latin America), the Kraken (Norway), Mothman (United States), and the Kelpie (Scotland). For each one, say one or two simple sentences using the target words. Give the first two or three monsters the full treatment (picture, sentences, a CCQ), then move a little faster through the rest (picture, sentences, no individual CCQ) to keep the pace manageable - save deeper checking for the matching activity that follows.

Students complete Part b of the worksheet: matching all eight monsters' pictures to their names and countries. Students work individually, then check answers with a partner. Check answers together as a class.

Practice - "My favorite"** | Model the sentence frame: "My favorite monster/myth is ___ because ___." Give your own example first (e.g., "My favorite monster is Bigfoot because I think forests are exciting."). Students complete Part B of the worksheet, writing their own sentence. Ask 2-3 students to share their sentence with the class. | Teacher to whole class, then individual |

Explain the game (see "Game Setup" below). Hand out one monster name card to each student (face-down or folded, so classmates cannot see it). Students walk around the room and ask each other questions in English only (e.g., "Is your monster from Scotland?" "Is it real or a legend?") to find another student with the same monster. Once students find their match, they sit together. Monitor and remind students to stay in English.

Quickly review the five new words as a class (point to the board, elicit each word's meaning one more time). Praise the class for their effort and close warmly.