Students will be shown 3 pictures of people telling stories. They will answer the questions "What do you think is happening here? How do you think the story made them feel?" Then students will answer a poll on Google forms about their favorite type of stories

Show the gap-fill exercise related to "make" from page 129. Have students complete it and then check answers by using the mental map below the exercise. Use the mental map to make corrections and clarify questions.

Students will look at the Useful Language box and go over the expressions for storytelling. Then in group they will practice by completing sentences. "One day, a little boy was..." "His father/The little boy said..." "A few days later..." "He was horrified/delighted..." MEANING Students will solve the jamboard exercise where they have to classify the use of the different expressions by putting the correct answer inside the circle APPROPRIACY Explain that these are Neutral expressions, appropriate for storytelling in most contexts, both in casual conversation and more formal storytelling FORM Students will be shown the expressions and answer what do they think comes next in each case -One day, a little boy was... (can be followed by a verb in Past continuous to talk about an ongoing action in the past) "One day, a little boy was playing outside his house..." -His father said... (should be followed by a quoted sentence or a reported speech sentence) "His father said, 'Don’t go to the forest" -A few days later... (Can be continued with a different action in simple past to move the story on) "A few days later, the boy went to the forest" PRON Check the different stressed parts of the sentence and explain what purpose they have -One DAY, a little BOY was..." (Stress on "day" to emphasize the time, stress on boy to highlight the protagonist). -His father said... (Stress on "father" to emphasize the speaker) -A few days later... (Stress on "days" to indicate the time. However, mention that if the amount of time is more important, that should be stressed instead) After that students will practice with a semi-controlled speaking exercise. They will take one expression from the box and modify it as they want to start a story. They can only say one sentence. After that, the next student will have to repeat the story in its entirety and add a new sentence using an expression from the box.

Students will have 3-4 minutes to plan a story using the pictures on page 128 and the phrases from the "Useful Language" section. They should also try to incorporate "make" collocations where possible. In pairs, students will tell their story in breakout rooms. Each partner will have around 3 minutes to tell their story. After the first round, students will return to the main room and then be reassigned to new breakout rooms for a second round of storytelling. They will tell their story again to a new partner. This allows them to refine their story based on the first round. (Third round if possible)

Students will received feedback on their storytelling techniques, their correct use of expressions as well as creativity. Notes taken during the Free Practice will be used to make corrections on tenses, vocabulary or general fluency.