T will put some opening lines for stories on the board, Ss read them and say what the function of them is? Teacher elicits the word 'anecdote' T will show a few questions about anecdotes and Ss comment on them in groups Feedback: T will listen to a few comments

T will put two photos of a man and a woman on the board. They are the speakers whom Ss are going to listen to them.First T will tell Ss they need to learn a few words which helps them understand the audio better. T will pre-teach 4 words which may block their understanding of the recording: *recognize *stay in touch *funeral *frightened T will give Ss a few words about the recording and will have them make their predictions. Before they listen, T will have them compare their predictions.

After Ss have made their predictions, T will play the recording once and Ss check their answers with the recording. Feedback: Ss check in pairs, T listens to WC

Ss are handed a list of topics, T will have them read them quickly and underline the key words.T will have Ss listen again to the recording and select the topic the two speakers talk about.

T will give Ss a handout. There is a table on the sheet with four sections including stages of a story: introduction, background, action and wrap-up. Ss match the language with the appropriate sections and then they will check in pairs. T will give Ss an AK on the PPT.

T will put a sheet on the board and demonstrate how to plan their story. Ss are given a plan sheet to prepare themselves for producing an anecdote. T reminds Ss to write short notes in the boxes. T tells them not write full sentences.. After they have done planning, Ss stand up and go to talk to tell their story to two people in the class. T monitors and collect errors in the class. Feedback: T asks Ss to talk about their partners' anecdotes.

T will put the errors he has collected during speaking. He will have Ss think and try to find errors. T will give WC feedback about the sentences on the WB.