Ask the students about the context of the last lesson. Which is the most unlucky story? Has anything bad ever happened to them on a Friday 13th? Do you believe that Friday 13th is unlucky? PPT 1: Look at the picture. What are your thoughts? Talk to your neighbor. Get some ideas from the whole class.

Get Ss' attention. Bring up PPT slide 2 and show handout 1 (text): 2 of the workbook stories about the woman on the balcony and the man rescued in the Alps. Read both texts again then work with your partner. Match the sentences to their function / stage within the text. If necessary, elicit meaning of function - where is it in the text? What does the sentence talk about? Ask ICQ's: What will you do with the sentences? Will you match the sentences with the correct stage in the story (yes)? Will you write the letter into the boxes next to the sentences? (yes) Work for 3 minutes. Bring up PPT 3: Ask for volunteers to tell their answers and I write them into the left side of the boxes. When we are done, check with the whole class if they agree. Ask a few of the students what the stories were about in 1 sentence.

Students now find and underline examples in the texts (both) for the 3 different kinds of action patterns that were discussed in the previous lesson. Work in pairs. Unfold handout 1. ICQ's: Will you do this alone or in pairs? How many actions should there be in each sentence? Turn to the other side and compare with another neighbor.Get Ss to give examples of the different action patters they found. Did you find this easy or difficult? Ask students: where are these used in the text? in the introduction, main part, highlight or in the end? (Show solutions on PPT after students give their solutions to the whole class.) Write one of the sentences on the board they find difficult to pronounce; with stress, intonation and phonemic transcription. Drill the sentence.

Picture stories: 3 or 4 small groups. Students will look at the pictures and talk about what they can see on the pictures. Handout pictures. Share a few ideas with the class. They will tell each other the stories in turns. One person says the first sentence, second person continues, and so on. ICQ's: Will each student make up their own story? (no) Will you make up one story together? (yes) I give them the story starters for some additional ideas. Flexi-stage if there is time: regroup students and ask them to tell their own bad luck stories if they have any. During the speaking activity I collect material for the feedback and delayed error correction stage.

I ask students which story they think was best. Delayed error correction and examples of good language.