- T displays images on screen related to the context of Story Telling and Crimes. - T elicits a few ideas from learners. - T asks: What do you suppose if your son/ husband/ wife doesn’t arrive at home on time? - Images will be covered and the teacher elicits ideas about these words: Car accident, Kidnap, Murder or Killing, Girlfriend, Boyfriend, or Mistress. - T conducts OCFB.

T Share Google Form. Give SS time to read statements 1-5. Tell SS to listen individually and answer T/F. 1. Helen was worried because her son was disappeared. False. (Linda was worried…) 2. He should have been back hours ago. True. 3. Helen asked: Has Linda looked under the bed? True. 4. Helen asked: Has Linda reviewed the garden? True. 5. Helen supposed that he was out with one of his friend’s schools. False. Helen supposed that he was out with one of his girlfriends. Put them in breakouts rooms to compare answers in pairs before OCFB.

1. Share Jambord with SS. Match the useful language for telling the story with the meaning. Students do the matching exercise in Break out rooms. Check answers in the main room. Many of these words are named in the listening: * How’s it going? * Suddenly * In the end * He was just (ing) when *Actually *He is always here when I get in from work * Well, never mind Point out the meaning of “How’s it going? Actually, and Never Mind. Ss will choose the best pronunciation: 1. Helen: Oh, hi. Nice to hear from you. How’s it going? 2. There’s a bit of a crisis, actually. 3. Well, never mind. I’m sure he’ll come back. He always does, doesn’t he?

- Instructions: - T shows the meaning of some possible crimes: sexual harassment, murder, assassination, kidnap, swindle. SS can read the meaning and choose one or choose a different crime. - T shows some words about the useful language for telling the story: suddenly, in the end, actually, never mind. Point out that they don’t have to use all the words /phrases. - Students think of a story as a witness to a crime. SS will work on their own and make notes about the story. Give them 2 min to prepare. - Put SS into groups of 3 or 4. SS take turns to tell their stories. Monitor, take notes on good use of useful expressions and SS to decide which is the best story in the group. - Ss share the best story in the main room in OCFB. Task instructions: 1. Work on your own. You are going to tell other students a story as a witness to a crime. It can be about your personal experience or someone you know. Choose one of these crimes shown on the screen or choose a different crime. Then make notes on the main events of your story. 2. Share your story with your classmates (in groups of 3 or 4 students). Choose the best and then share this story selected in the main room.

-If time gets SS to retell best stories. DEC on good use or errors in the use of useful expressions. Use LA sheet to inform correction decisions: monitor inappropriate use of discourse markers, incorrect form and mispronunciations, and under-emphasis. - Teacher will show 8 sentences related to crimes and words for telling the story with mistakes and SS will work in a break-out room. Then, SS will compare the correct answers shown on the screen. SS will read correct answers and practice pronunciation. Correct answers: 1. She admitted to stealing the money from her employers. 2. The number of cars which are stolen every year has risen. 3. The terrorist financed themselves by robbing banks. 4. I didn’t actually see her - I just heard her voice. 5. I’m sorry I lost that wallet you gave me. “Never mind, I can easily buy you another one”. 6. The device is currently available only in Japan. 7. We worked hard, and in the end, we achieved our goal. 8. The assassination of the opposition leader happened yesterday.