Posted in 2Ts in a Pod: Podcast, Exam Preparation Class, Guest Posts, Reading Classes, Vocabulary Classes

Guest Post: B2 First – A Forgotten Dream

This is a guest post by my friend, colleague and co-host of the podcast 2Ts in a pod, Katy Wright. It’s designed to help students preparing for the B2 first exam get to grips with some of the phrasal verbs and fixed expressions they might encounter in the exam. Students read a text about Jim’s forgotten dream, then try to recreate the text using key words. Download the student handout below:

A FORGOTTEN DREAM

  1. Look at the pictures. What is the story about?
  • Read the story. Were your predictions correct?

Jim couldn’t stand his job. All he did all day was sit at his desk and pretended to work while watching the heavy rain outside his window. He was meant to be selling insurance on the phone, but he wasn’t very good at it. In fact, he had sold very few contracts. This was because all he had ever wanted to do was be an actor in Hollywood. He had loved acting when he was a teenager, but instead of going to America he studied Business and he put off looking for fame. “I’ll look into that when I have finished Uni” he said to himself. This was his biggest regret in life. On his way into work that day, his 15-year-old car broke down. Standing in the rain trying to change the tire he made up his mind. He wasn’t going to carry on like this. He was going to make a big change…

  • Answer the questions in groups.
  • What is Jim’s big dream?
  • Why do you think Jim didn’t decide to become an actor after Uni?
  • What do you think makes him change his mind?
  • What big change do you think he is going to make?
  • What will happen at the end of the story?
  • What do you the expressions in yellow mean?
  • Can you translate them to Catalan/Spanish?
  • Do you have similar expression in Catalan/Spanish?
  • Try to remember the original expression used in the story. The words in brackets are to help you.

Jim hated (STAND) his job. All he did all say was sit at his desk and pretended to work while watching as it rained heavily (HEAVY) outside his window. He should have been (MEANT) selling insurance on the phone, but he wasn’t very good at it. In fact, he didn’t sell many (FEW) contracts. This was because all he had ever wanted to do was be an actor in Hollywood. He had loved acting when he was a teenager, but rather than go (OF) to America he studied Business and he postponed looking (PUT) for fame. “I’ll investigate (INTO) that when I have finished Uni” he said to himself. This was his biggest regret in life. On his way into work that day his 15-year-old car stopped working (DOWN). Standing in the rain trying to change the tire he made a decision (UP). He wasn’t going to continue like this any longer (ON). He was going to make a big change…

  • Write the original expressions here:
  • STAND…………………………………………………………………………
  • HEAVY…………………………………………………………………………
  • MEANT …………………………………………………………………………
  • FEW …………………………………………………………………………
  • OF …………………………………………………………………………
  • PUT …………………………………………………………………………
  • INTO …………………………………………………………………………
  • DOWN …………………………………………………………………………
  • UP …………………………………………………………………………
  • ON …………………………………………………………………………
  • Write the rest of the story. Use the questions to help you.

Middle:

  • What does he decide to do next?
  • How will he change his life?
  • What does he do to help him realize his dreams?

End:

  • Does he finally reach his goals?
  • How does he feel about his situation?
  • Does he ever think about his old life?
  • Read all of the paragraphs and vote on the you think is the best
Posted in Grammar Classes, Guest Posts, Reading Classes

Guest Post: 3rd Conditional – What Bad Luck!

$14.6 Million Winning Lottery Ticket Goes Unclaimed | PEOPLE.com

This is a guest post by Alice from Hot Take English on the topic of superstitions and bad luck. Students discuss common superstitions in English speaking cultures and their own, then read an article about some seriously bad luck. The main grammar focus of the lesson is the 3rd conditional to talk about hypothetical past events. Download the handout and teacher’s notes below:

Visit https://www.hottakeenglish.com/ to check out more of Alice’s work. She has some great, free materials on a range of engaging topics.

What Bad Luck – Student Worksheet

1) Warmer: superstitions

Below is a list of good and bad superstitions that are particularly popular in the UK and Ireland. Discuss them with a partner. From where do you think they originate? Do you believe they bring bad/good luck?

Things that bring bad luck:

  • Walking under a ladder
  • Seeing one magpie
  • Putting new shoes on a table
  • Opening an umbrella inside

Things that bring good luck:

  • Getting pooed on by a bird
  • Coming across a black cat
  • Finding a four-leafed clover

What superstitions are there in your culture or country?

2) Vocabulary

Match the words on the left with their meanings on the right.

1. jackpota) extremely shocked
2. invalidatedb) the sale was not successful/the money was not taken out of the person’s bank account
3. stunnedc) not enough
4. drawd) the most valuable prize in a game or contest
5. the payment didn’t go throughe) very very happy
6. insufficientf) stopped a ticket from being legally or officially acceptable
7. on top of the worldg) the act of selecting numbers or names randomly to decide the winners of a competition

3) Comprehension check

Read the article. Are these statements true or false?

  1. Rachel Kenny lost the winning ticket.
  • The 19-year old student was aghast at what had happened.
  • Rachel and Liam chose different numbers each time they played the lottery.
  • The money for the lottery tickets was usually taken directly from Rachel’s bank account.
  • The problem was that Rachel didn’t have enough money in her bank account to pay for the ticket.
  • Rachel and Liam refuse to play the lottery any more.

4) Grammar practice

With a partner, write down as many third conditional sentences about the article as you can.

E.g. “If the payment had gone through, they would have won the lottery”.

   
   
   
   
   
   
   
   
   
   

Writing: My Biggest Regret

Write 100-500 words about your “biggest regret”. Include some third conditional sentences.

EuroMillions Player ‘Heartbroken’ After Finding Error Cost Her £182m Lottery Jackpot

The 19-year-old was in shock when her numbers came up – until she noticed a critical problem

Originally published 2 March 2021

A 19-year-old student who thought she had won a £182m lottery jackpot has been left “absolutely heartbroken” after realising an error invalidated the ticket.

Rachel Kennedy, 19, and her boyfriend Liam McCrohan, 21, were stunned when their regular numbers of 6, 12, 22, 29, 33, 6 and 11 came up in the EuroMillions mega jackpot.

Kennedy had played the same numbers for five weeks in a row and had a direct debit set up to automatically play the numbers each week.

The teen was greeted with a message saying she had a ‘winning match’ after last Friday’s draw, according to The Sun.

However, the business student’s hopes of being one of the richest women in Britain were crushed when she found the ticket sale had not gone through due to insufficient funds in her account.

Rachel, of Brighton University, said: “I called my boyfriend Liam and my mum into the room and they couldn’t believe it either so I was like, ‘Oh! My God! I need to call them’.

“I called the number thinking that I had won £182m and they said ‘yeah you’ve got the right numbers but you didn’t have the funds in your account for the payment of the ticket so it didn’t actually go through’.

 “I was on top of the world when I thought I had won, but when I found out I hadn’t, Liam was actually more upset than me.”

Rachel said they were “absolutely heartbroken” – and now thinks of her usual weekly numbers as “unlucky” and has decided to change them.

Source: iNews, https://inews.co.uk/news/euromillions-jackpot-player-heartbroken-finding-error-cost-182m-ticket-895016

Posted in Conversation Classes, Exam Preparation Class, Listening Classes, Video Classes

Gender Roles: B1-B2

The Arbitrary Division of Gender Roles | by Seth Buesing | Medium

This is a guest post by Soleil García Brito. It is a lesson plan on the topic of gender roles. Students complete a First-Certificate-style multiple choice cloze exercise, a listening comprehension based on a clip from Friends and finally, a discussion on the topic. Download the student handout and teacher’s notes below:

Video clip:

Some questions in the discussion have been adapted from: http://www.englishwithjo.com/english-conversation-gender-roles/

Multiple-choice cloze text adapted from: https://en.wikipedia.org/

Posted in Advanced C1, Conversation Classes, Exam Preparation Class, Proficiency

Collaborative Speaking Tasks – Halloween

This is a Halloween-themed speaking lesson plan. It was designed with C2 proficiency students in mind as preparation for speaking part 2. However, it can be used with a wide range of levels. Download the powerpoint below:

I recommend giving out one of my phrase sheets before doing the task. Find them using the search function.

If you’re teaching C1 or C2 students you could also use my “Scared Stiff” lesson plan to look at language to describe feeling scared or to talk about horror films.

Put students in pairs and go through the powerpoint. Students will have to discuss and make decisions about different elements of horror films and other topics related to fears and phobias.

Posted in Exam Preparation Class, Grammar Classes

A Therapy Session – Wish/If Only

therapy

This is a grammar lesson for B2 students. Students will be introduced to the language for expressing wishes through a short dialogue from a therapy session. The subject of therapy and mental health may be a sensitive subject with some students so gauge your group carefully. Download all the materials below:

A Therapy Session – Wish If Only – PowerPoint

A Therapy Session – Student Handout

Procedure

Warmer

Show the first slide of the presentation, you could either have students come up with their own warmer questions about the topic or use the questions on slide 2.

Language in Context

Give out the handout, have students read the text and then answer the question “how much do you have in common with Natalia?” in pairs. Feedback in open class.

Have students answer the detail questions. These questions are designed to guide students to the examples of the target structures on the text.

Language Focus

Lead students through the next slides. Encourage students to work in pairs to examine the patterns that follow the the target structures. Try to get students to tell you how the structures work rather than vice versa.

Controlled Practice

Have students complete the practice activity individually and then have them compare their answers with a partner. Encourage them to explain the reasoning behind their choices.

Key:

  1. I wish I were/was rich.*
  2. If only I had green eyes.
  3. I wish I had studied more for the exam yesterday.
  4. If only my brother wouldn’t annoy me so much.
  5. I wish I looked like Ariana Grande.
  6. If only my teacher wouldn’t give me so much homework. (hadn’t given me also possible)
  7. I wish I hadn’t eaten so much last night.
  8. I wish I could turn invisible.

*purists would say that “were” is the only correct answer but “I wish I WAS rich” is now perfectly acceptable.

Freer Production

Put students in pairs or threes and have them write a therapy dialogue using the target language as often as possible. Encourage them to be imaginative and be as overly dramatic as possible.

Exam Preparation Classes 

These structures often come up in the B2 First Certificate exam in part 4 of the use of English. Here’s a link to a quizlet set for extra practice/revision.

You should also encourage students to use them in their writings, particularly informal emails/letters: “Your holiday sounds amazing I wish I had gone with you!”

Posted in Exam Preparation Class, Grammar Classes

First Certificate (FCE) Grammar/Language Checklist

research-checklist-blue-640x437

This is a lesson plan designed for students on preparation courses for the Cambridge B2 First (FCE) exam. In particular I think it would be good for students who are close to taking the exam. It works as a diagnostic test of a range of the grammar points that are tested, particularly in part 4 of the reading and use of English exam. Download the handout below:

First Certificate Grammar Checklist

Quizlet set

Procedure:

Self-Assessment

Give out copies of the handout, have students individually assess their grasp of each of the structures. They should fill in the box on the end with either a tick (I know this very well) a cross (I’ve got no idea about this) or a wiggly line (I more or less get this).

Have students compare with their partner. Ask them to look for differences, there should be opportunities for peer teaching here, have one student attempt to explain a grammar point to another.

Practice

Project the quizlet set of key word transformations. Put students in pairs. First students need to identify the structure that is being tested. This is a very important step, getting them to put themselves in the examiner’s shoes and not just jump straight in and answer. Check that they’ve identified the structure, then have them work together to try to complete the sentence. Encourage reflection and comparison between their initial self-assessment and then their scores and performance in the exam task.

The checklist is not exhaustive, have I missed any common structures that come up in part 4?

Grammar Structure Examples Self-assessment
Past simple/Present perfect I haven’t seen John for 5 years.

The last time I saw John was 5 years ago.

 
2nd conditional If I won the lottery, I would buy a mansion.

If I didn’t work in construction, I would be an actor.

 
3rd conditional If I hadn’t slipped on that banana, I wouldn’t have broken my arm.

If I had known you were coming, I would have baked a cake.

 
The passive voice Active: The police arrested the man.

Passive: The man was arrested by the police.

Other example: It is said that cigarettes give you cancer.

Cigarettes are said to give you cancer

 
Wish/If only I regret eating so much -> I wish I hadn’t eaten so much.

It was a bad idea to drink that wine -> If only I hadn’t drunk that wine.

 
Linkers: Despite/in spite of -> Although/even though Despite the rain, the party was great -> The party was great even though it was raining.

Although he felt ill, he still went to school. -> He still went to school in spite of his illness.

 
Reported speech “I went there last year.” -> He said that he had gone there last year.

“I will call him tomorrow.” -> She said that she would call him the following day.

 
Reported questions Have you been to Paris?” -> He asked me if I had been to Paris.

Where is the train station?” -> He asked me where the train station was.

 
Phrasal verbs He wants to cancel the meeting -> he wants to call off the meeting.

He won’t tolerate bad behaviour -> he won’t put up with bad behaviour.

 
Causative have/get: have/get something done I need to get my hair cut.

I need to have my computer repaired.

 
Comparatives/superlatives This restaurant is better than that one -> That restaurant isn’t as good as this one.

He’s not nearly as tall as me.

My brother is slightly younger than me.

No one is as good at football as Messi -> Messi is the best football player.

 
Past modal verbs:

Must have

Could/might/may have

Should have etc.

The butler must have murdered him, there’s blood on his shirt.

It can’t have been Sarah you saw at the mall, she’s on holiday in Dubai.

I shouldn’t have drunk so much last night.

 
So/such It was so hot that we couldn’t leave the hotel -> It was such a hot day that we had to stay in the hotel.

It rained so much that the house flooded. ->It was such a rainy day that the house flooded.

 
Gerund/infinitive I’m a big fan of playing water sports.

I’m interested in studying history.

I have decided to study biology.

He spent 10 minutes knocking on my door.

 
Posted in 2Ts in a Pod: Podcast, Exam Preparation Class, Listening Classes, Teacher Training

2Ts in a Pod: Cambridge First (FCE) Mini-Series

2ts_banner_2460x936

I haven’t even had time to keep up with the posts about each episode of our podcast. Terribly neglectful of me. Towards the end of last year we did a little mini series on the Cambridge B2 First or whatever it’s called these days (Cambridge keep changing the name). We looked at most parts of the exam; have a listen by following the links below:

FCE General Tips

FCE Speaking

FCE Reading

FCE Use of English

 

Posted in Grammar Classes

Regrets, I’ve had a few…

Image result for spiderman

Image credit: marvel.com

This a lesson plan for B2+ students to teach language of regret. It uses a clip from The Amazing Spiderman and texts about historic regrettable decisions. Download the teacher’s notes and student handout below:

Regrets teachers notes

Regrets student handout

Lead-in

Show students a picture of Spiderman and ask them: Why did Peter Parker decide to become Spiderman? They will probably say “because he was bitten by a radioactive spider”, but that’s not why, that’s how. Show them the video clip: Uncle Ben’s Death until 2:25: https://www.youtube.com/watch?v=Qp5m4g7pZ9s

So he became Spiderman because it was his responsibility to stop innocent people like Uncle Ben from getting hurt. Ask students these questions:

  1. What happened?
  2. How does Peter Parker feel?
  3. What could have been different?

Check students’ answers, they will probably try to express Peter’s regret at not saving Uncle Ben. Give out the hand-out and draw their attention to the language of regret at the top.

Language of Regret

Look at the example sentences, what are the formulas for each structure?

  • Peter regrets not stopping the robber.
  • He should have done
  • Uncle Ben shouldn’t have tried to pick up the gun.
  • If Peter had stopped the guy, he wouldn’t have killed Uncle Ben.
  • If Uncle Ben hadn’t tried to pick up the gun, the guy wouldn’t have shot him.

Historical Regrets

Read the texts about regrettable events from the past and make sentences using the structures.

Image result for lance armstrong Lance Armstrong

Lance Armstrong took performance enhancing drugs before winning seven Tour de France titles. A whistle-blower revealed information about his doping to the press but he denied it for years. Eventually the evidence was too much and he confessed to his crimes live on Oprah Winfrey’s chat show.

Image result for the beatles Decca Records & The Beatles

In 1962, Dick Rowe, an executive at Decca Records, thought guitar groups were falling out of favour. On New Year’s Day that year, The Beatles auditioned to be signed to the record label. Rowe rejected their audition and decided not to sign them. The Beatles went on to become the biggest selling band in history.

Image result for napoleon Napoleon

In 1812 Napoleon invaded Russia with his grand army of 680,000 soldiers. Instead of fighting the French, the Russian army retreated further into Russia burning the farms and supplies as they went. After winning some minor victories the French were forced to retreat because of the freezing Russian winter. Only 27,000 soldiers from the original army survived.

Possible Answers:

  1. Lance Armstrong regrets taking banned substances. He shouldn’t have taken performance enhancing drugs. If he hadn’t taken the drugs, he wouldn’t have won 7 titles.
  2. Dick Rowe regrets not signing the Beatles. He should have signed them. If he had signed them, he would have been rich.
  3. Napoleon regretted invading Russia. He shouldn’t have invaded Russia in winter. If he hadn’t invaded Russia, he might have conquered the whole of Europe.

My Biggest Regret

Students might be reticent to discuss this topic, if so try to encourage them to talk about a friend or family member’s regrets, often a bit of distance can help students open up and express themselves. It could also help if you shared some of your regrets with the class first.

  • Do you have any regrets? What about your family and friends?
  • Have you ever had an accident that was your fault? What happened?
  • If you could relive any part of your life, what would you change?
  • How would your life be different?
Posted in Grammar Classes

Narrative Tenses: Where were you when…?

Image result for michael jackson dancing

Image credit: www.biography.com

This is a lesson plan designed to help students practice past narrative tenses. The topic is remembering where you were when big events happened. Download the teacher’s notes and student handout below:

Where were you when student handout

Where were you when Teachers notes

Lead-in

Show image of MJ. Sts in pairs: Where were you when you heard that Michael Jackson had died? T makes note of language sts use: use of narrative tenses, errors etc.

Dictogloss

Procedure:

  1. Ask sts: How did Michael Jackson die? (aim: to preteach “take an overdose”)
  2. Tell sts you are going to tell them someone’s story of them finding out MJ had died. Tell them that after you’ve finished you want them to make a note of key words or phrases from the story. While you are reading they should just focus on listening and not write anything.
  3. Read the text at a normal speed pausing at punctuation in a natural way.
  4. Give sts 30 secs to write down key words, then compare and share with a partner.
  5. Tell sts that you’re going to read the text again and you want them to write down any more key words and phrases they hear.
  6. Now instruct sts to try to recreate the text in pairs, tell them not to worry if their version is different.

I was at a festival when I heard that Michael Jackson had died. It was about 3 in the morning and we were sitting in one of the big tents listening to music, drinking and chatting. Suddenly we overheard a guy sitting next to us saying that Michael Jackson had taken an overdose and had died. We thought it couldn’t possibly be true and carried on as before, but then the DJ played Beat it by Michael Jackson, then Billy Jean and then more and more of his songs, we all looked at each other, everyone in the tent realised that it must be true and we all stood up and danced.

Guided Questions:

  1. There are three different past tenses in the text, can you identify them?
  2. Which tense do we use to give a description of a scenario or scene at a specific time?
  3. Which tense do we use to say that an action happened before another action?
  4. Which tense do we use to describe short actions often in sequence?
  5. How do we form the past continuous? Subject + __________ + ___________
  6. How do we form the past perfect? Subject + __________ + ___________
  7. This is a contracted sentence: “Michael Jackson’d taken an overdose.” What is the complete version?

 

  1. Project/hand out the original text and ask sts to compare their version to it. They MUSTN’T CHANGE their version but just make a note of the differences.
  2. In open class go over some of the differences, do their versions still make sense? Are their versions grammatically correct?
  3. Have sts complete the guided questions. Clear up any doubts in open class.
  4. Give out the gapped text about 9/11 and have sts complete it in pairs.
  5. Check their answers using the complete text.

The Day the Towers Came Down.

I was at school when I ______(hear) that terrorists __________(attack) the World Trade Centre. I _________ (stand) outside the school gates ________ (wait) for the school bus and ________(chat) to my friends when suddenly one of the teachers __________(run) out of the school and ________(tell) us that something terrible ____________(happen) in New York. Two planes _________(crash) into the twin towers in New York, when I _________(get) home I __________(watch) the towers collapse on the news with my parents. I’ll never forget where I was that day.

I was at school when I heard that terrorists had attacked the World Trade Centre. I was standing outside the school gates waiting for the school bus and chatting to my friends when suddenly one of the teachers ran out of the school and told us that something terrible had happened/was happening in New York. Two planes had crashed into the twin towers in New York, when I got home I watched the towers collapse on the news with my parents. I’ll never forget where I was that day.

  1. Show sts the pictures of important world events, have them choose one and write a short text about what they were doing when they heard about the news.
  2. Have sts read out their texts and share their own experiences in open class.
Posted in Exam Preparation Class, Guest Posts, Writing Classes

Guest Post – Chasing the Cheese: Writing an FCE Article

Image result for cheese chasing uk

Image credit: Daily Mail

Follow me on twitter @RobbioDobbio

This is the third in a series of guest posts by my friend and colleague Josh Widdows, an English teacher and teacher trainer at International House Barcelona.

Getting FCE students to write an informative and descriptive article can be challenging. This entertaining 2.5/3-hour writing lesson encourages learners to source expressions from authentic texts, be inspired by video input and to annotate a model in order to effectively plan and draft their own article based around the idea of festivals.

Download the Lesson Procedure, PowerPoint and Handouts below:

And check out this video of crazy cheese chasers!

Lesson Procedure: FCE – Writing an article (2.5/3-hour class)

Go straight to No. 6 if you have less time and/or do not have authentic material.
1. (Optional Warmer)- source some authentic magazines, [Metropolitan is a great one for Barcelona], and board ‘Grab a mag’ and have students flick through and find an article that appeals to them. Tell them they will have to summarise the article to their partners.
2. Give Ss a minute to flick and find an article they find appealing. Make sure Ss don’t choose a review or an advert.
3. Ss have a further 2 minutes to scan read the text. Board prompts for them to think about.
a. What attracted you to this article?
b. Why does it have that title?
c. What did you like/ not like about the article?
d. Circle 5 new expressions.
e. Were you entertained? How?
4. Have Ss summarise articles in their own words. In 2s or 3s they ‘present and explain’ their article, using the prompts above.
5. Board up the article titles and have Ss think about why they have these ‘catchy’ titles. These examples are from Metropolitan Barcelona October 2017.
‘ACTUAL’ TITLES ‘BORING TITLES’
eg; – The writing on the wall – Graffiti again
– Clowning around – Theatre group in town
– The Brink of Extinction – The end of the world
Then get Ss to think up the ‘boring’ title for each one and think why that is less appealing. Obviously, these will depend on what material you bring to class.
6. (Warmer) – Show slide 1- ‘Chasing the cheese’ and ask Ss to guess what they think the article is about.
7. Gather ideas and then show slide 2: steep hill/ record crowds/ superhero costumes/ injured racers/ perilous event and predict article’s content.
8. Watch YouTube clip: Gloucester Cheese Rolling 2012 Official;
to see if predictions were correct. Simultaneously think about these questions?

a. What’s the aim of the event?
b. How do the participants achieve this objective?
c. Would you like to get involved in this event? Why/ why not?
9. Compare notes.
10. Read the article handout, (not filling the gaps yet!), and tell each other what else they found out about the event.
11. Ask students whether they’d like to go.
12. Ask Ss what the purpose of the text is- (to entertain and inform).
13. Individually complete open-cloze activity and check in pairs and then with original text.
14. Discuss gaps and reasons for some language items, (ie, fixed expression- you’ll never forget! /linker of contrast- although, etc.)
15. Invite Ss to underline all the synonyms used to mean participant. (4 – Why? As to not repeat and show a range of vocabulary). See handout for answers.
16. Ss underline useful expressions-(What do you get if….?) and strong adverbial phrases- (perilous event).
17. Dictate all the ‘normal adjectives’ (tired through to interested) from the Useful Language and Strong Expressions handout.
18. Ss compare spelling and then board to double check spelling.
19. Get Ss to think of the strong adjective for each, (ie. tired – exhausted/ knackered).
20. Give handout and replace the words in italics.
ANSWERS: 1. Exhausted, 2. Furious, 3. Freezing, 4. Fantastic, 5. Terrified, 6. Enormous, 7. Filthy, 8. Awful, 9. Essential, 10. Fascinated.
21. Show the penultimate slide and have Ss think about the purpose of each paragraph and top tips they would give a fellow student writing an Article for the first time.
22. Check ideas with slide.
23. Ss now complete Writing Articles: Top Tips! handout.
ANSWERS: informative, attractive, title, topic, reader, question, clearly, clearly, consistent, rhetorical, descriptive, consistent.
24. Brainstorm local and/or national events, ie. in Spain: La Merce, La Tomatina, San Fermin, Sant Joan.
25. Get ss to think of ‘catchy’ titles for each one. Examples could be: Run for your life, Las Ketchupped, Burnt to a cinder, Going crackers.
26. Give Ss Article Task and Plan Sheet handout and have Ss plan and draft their articles.

27. Ss complete their articles at home.

28. FOLLOW-UP TASK- having marked their texts, at the start of next class, board their titles and have Ss guess what the events are from the titles. Then Ss read each other’s texts and decide whose is the best. Then they read and edit according to the teacher’s comments.