- Putting the students in the context by restating events in a dramatic scary way. - Do you think Stephen really saw a ghost? why? (Imagining - he didn't get a good night sleep.. )

- Students will listen to an interview with stephen to look for gist. (whether he did in fact see the ghost, or just feel it? - In pairs, they will discuss their answers. - After checking answers, T will play the recording again and this time they will have to look for specific information. "completing the table" . (Don't forget good ICQs please) - Pair check - Students will check their answers with the answer key spread across the room.

- Refreshing students' memories with there is /are that they previously learned in the first lesson with papers they need to reorganize. (Reviewing them) - Introducing the past simple to the structure. (Stephen is obviously talking about a past experience)

- Refreshing students' memories with there is /are that they previously learned in the first lesson with papers they need to reorganize. (Reviewing them) - Introducing the past simple to the structure. (Stephen is obviously talking about a past experience) - T gives students other papers to organize in group work. - Checking answers* - pronunciation. - Giving the form afterwards.

- Teacher gives away handouts to students. - The first two sentences will be done together with the teacher. - Students will then have 4 minutes to finish the rest of the activity. - Students share answers in pairs for checking. - Answer key

-Teacher divides the class into two groups. - The T demonstrates what they'll be doing , showing the picture for a couple of seconds and students guess which item they saw first. - T asks to use there was/were. - Groups will have less and less time to memorize what there is in the picture. - Then groups share their findings. - the group who guesses more wins.