In order to first set context, I start the lesson by putting some pictures on the whiteboard to establish context, then I tell the students a brain teaser trying to emphasize the points in time and duration of activities which will actually lead the students into approaching the narrative tenses first contextually, and then grammatically by writing an example sentence on the WB and beginning with some CCQs and eliciting the time and use of the narrative tenses before I write an example on the WB myself. Rationale: "If there is one basic teaching sequence used around the world with classes of all types, it must be 'present then practice'. In other words the teacher first presents/introduces/explains/clarifies/inputs the language point that the lesson is aiming to work on, and then, when it seems to be reasonably understood, moves on to give learners a chance to practise using the language themselves." [Learning Teaching by Jim Scrivener. Macmillan Education, third edition, chapter 7, page 159]

Students will be given handouts from Grammar - exercise one, page 24 of the Global coursebook, with three sentences which the students will match with the corresponding definitions of narrative tenses below. working in threes. Rationale: Students now enter the exposure part where they get right into the grammar focus of the narrative tenses.

The previous examples about the rules on narrative tenses were some exposure point after which now I write a sentence using past simple and past perfect, and continue with CCQs about two events. Also, I write another sentence with focus on past continuous and continue with CCQs. Rationale: CCQ ensures proper understanding and helps to distinguish between two tenses in question.

I draw a timeline and highlight the two events in the sentence, eliciting the difference - using MFP. Rationale: elicitation gives students the chance to get tested and checked for understanding. With learners' constant involvement, I can continue working more at their speed rather than my own so I can discover where the real difficulties are. Then, I write another sentence using the past simple and past continuous, and follow the same stages as above.

I chest a text handout about "Obi", a person who they have just read something about in the previous lesson and then I tell them to refer to the text that hey have read beforehand, and then hand it out to the students so that they underline the correct option of the verb in the narrative tenses. I tell them to work in threes and check the answers before I give feedback. There is another handout with a gap-filling exercise which I first chest and then tell them to work in threes before I give feedback on it. Rationale: I tell them to work in threes to underline options in order to make sure they come up with better solutions when they work the options out together, thus making it easier to remember the use of narrative tenses. :

I chest another handout from Global Upper Intermediate students' coursebook exercise 6, page 137 explaining the students that they are to fill the gaps by working in groups of three, and using the verbs in narrative, before I give feedback. Rationale: Students are now entering a more relaxed mood because they will have done enough exercise on the narrative tenses, which I can easily do some free practice with them shortly.

If I see it time-fit I will hand the students out another hand out from the same Global Upper Intermediate coursebook where the students will work out the answers in groups before I give feedback, and also drill the narrative tenses in circle, which will give the students the opportunity to put the grammar just learnt into use. Rationale: Having extra material and a game to relax students up a bit, and also have the last chance at practising the newly-learnt language,is complementary and uses up all the time meant for teaching and practice.