1. Show learners the pictures from Module 3 in page 32 and 33, as well as the vocabulary in page 32, in Google Jamboard. 2. The pictures will be jumbled up, and I will ask learners to interact with the Jamboard, and organize the pictures in the order they believe the events represented in the pictures have happened. 3. I will also ask them to describe what they think happened, and place some of the words next to the pictures in the Jamboard.

1. With the help of Slides, show learners the following questions: - What are some of the differences between the woman's story, and Bill's story? - Whose side of the story do you believe? Was the police right to arrest Bill and his friend? 2. Have learners listen to the two accounts of the story, and answer the question based on the recordings.

The learners share and check their answers to the previous activity with a peer, via Breakout Rooms.

1. Briefly ask each of the learners' groups about their response to the task. 2. Discuss their answers and check gist understanding.

1. Recall the first part of the lexical set from the following statements present in the text, and ask learners who made each of these statements: - "It had been snowing for several hours." - "As I was getting back into bed, I heard this dreadful noise outside." - "Suddenly this police car drew up, and two police officers got out. " 2. Ask learners about the way they described and compared the stories, and how it differed from the way the stories were told. Ask them to describe the emotion present in the following statements (second part of the lexical set): - "She didn't mention anything about the snow." - "She claimed that she saw it all". 3. Check Form by asking learners to identify which of the sentences in the lexical set uses the past continuous tense, and which one uses the past perfect continuous. 4. Have learners identify the "functional chunks", by having them identify which parts of the sentences in the lexical set can be exchanged. Utilize the Jamboard and have them do a "drag and drop exercise" to identify the chunks. 5. Show the pronunciation, intonation and stress pattern of the five sentences in the lexical, and have learners take turns to read them. Drill with the group if necessary.

1. Share with learners a Google Forms test with the Language Focus 1 exercise in page 34 of the Student Book. 2. Have them answer the test on their own, before sharing their answers.

1. Briefly ask each of the learners about their response to the task. 2. Show the answer key to the learners (in Google Forms).

1. Put learners in pairs and have them tell the story from the point of view of one of the police officers, and Frank (Bill's friend). 2. One of the learners will take the role of the police officer, and one of them will take the role of Frank. They will choose their role based on the following prompts: - "We were having a quiet evening when...." (Police officer) - "My mate Bill had said that there was something odd about the drinks at the Christmas party..." (Frank) 3. Have learners take notes of their peer's story, in preparation for the following exercise.

1. Ask some of the learner's to briefly summarize their partner's story, and mention the points that they found the most interesting. Note: Make sure to ask different groups, and to ask for both prompts (the police officer's story and Frank's story).

1. Give feedback on the previous task, regarding the learners' language use and ability to talk about the topic. 2. Present 2 or 3 common errors I identified during observation of the class, and introduce them to the class utilizing Google Jamboard. Provide context on the mistakes and present how to correct them.