READING: A night to remember
To provide gist and detailed in the context of memorable nights
To provide process writing practice of a description of past events in the context of memorable nights
Procedure (43-56 minutes)
Use the song "Summer Nights" to set the tone for the theme of the day -- memorable nights. After the short clip, write on the board "A Night to Remember" and elicit possible activities (for example - meet someday, as in the clip; have dinner in a fantastic restaurant, see a great film, go to a really good party...) Write the activities on the board under the heading and provide vocab support if needed. Summer Nights play from - 0:35-1:50 https://youtu.be/ZW0DfsCzfq4?t=32
embarrassed (adj) Elicit describing situation: (tripping and falling in public) CCQ: is it negative or positive? (-) memorable (adj) - easy to remember because it is special. Elicit referring back to the song "Summer Nights" CCQ: can we use it to describe events in the future? (no) magical (adj) CCQ: is it negative or positive? (+) suddenly (adv) Elicit describing situation (riding the bus in traffic in Istanbul and suddenly driver hits the brakes)
Students focus on the photos, the instructions, and the introduction to the article. - For each photo, why do you think the night was memorable? Students look at the photos and discuss in their tables (3 minutes). Then elicit answers.
pre-teach the past of "go" ("went") to help students understand the text. Tell students they're going to read about Maria Julia and Mehmet's nights, and they must match each one with a photo.
Focus on the questions, and ask students if they are in the present or in the past (the past). Ask how they know (auxiliary "did" and "was/were"). Have students match the questions with the answers (10 minutes). Then check with a partner. 1. When was it? Where were you? 2. Who were you with? 3. What did you wear? 4. What did you do? 5. What was the weather like? 6. What time did you get back? 7. Why was it a memorable night?
Have the students create fictional answers for each of the questions. Depending on class size, divide the students so that they are answering different questions. For example, if there are seven students, the first student would answer question one, the second student would answer question two, etc. As the students are working, monitor keeping an eye out for past tense usage. Then students will read aloud their sentences to hear the short story they created as a class. 1. When was it? Where were you? 2. Who were you with? 3. What did you wear? 4. What did you do? 5. What was the weather like? 6. What time did you get back? 7. Why was it a memorable night?