On W/B place a weather map. Ss up to the board to label the symbols. T highlights storm symbol and asks Ss their thought on this type of weather i.e likes/dislikes.

T introduces reading text about storm chasing. S read through the text and answer Q's 1-5. P/W Ss check answers with their partners. Ss double check with answer key found on walls of classroom. T cross checks Ss understanding of text with CCQ's

W/b -text of storm chasing. With one example shown,nominated S up to board and underlines all question words and auxiliary- did. T shows a time line for the past simple on W/B.Ss brainstorm as to what tense they think this text is is set. T highlights a sentence in past simple. Ss brainstorm the form. T shows a negative in the past simple Ss brainstorm the form.

Ss look example of Q2 on H/O. P/W Ss correct the sentences in Q2. Ss give feedback to T. T highlights any incorrectly re-formed sentences. Ss give thoughts as to why it is wrong and make corrections. P/W A+B T elicits two sets of words to each pair. S (a) reads one set aloud to S (b). S (b) notes which word is pronounced differently. Pairs swap position and S(b) reads while S(a) notes. Problem words are noted then drilled in sentence form

H/O T elicits questions and negatives.P/W Ss complete the questions and short answers with the correct form of the past simple and the subject in brackets. Ss cross check answers with another pair. Answers sheet found under chairs.

T ellicits 2 sets of incompleted question sentences Ss complete the sentences. G/W Ss move around the room interviewing as many class mates as they can using the completed questions and with the choice of adding their own questions. Ss -T feedback as to what they learnt about their friends activities