1. Have the beam projector ready to show to students a document suggested in the MED section.

2. Make sure students can see the document from their seats since they need to copy some information from it.

3. Ask students to think of some steps to follow in order to tell an anecdote.

4. Write the information students give on the board.

5. Suggest students draw a visual organizer to record the information. You may suggest some as well.

6. Point at the question in the document and ask your students to answer them, How many stories could you tell people about what’s happened to you over the years? Hundreds? Thousands?

7. Discuss with students their ideas about how to introduce anecdotes and then, ask somebody to read the paragraph in the text.

8. Make sure students are recording information in their visual organizers and the definition of anecdote is important, the ‘HOW’.

9. Go over the list of phrases to introduce the anecdote, read them, and discuss them with students.

10. Tell students to copy them and use them in a couple of sentences.

11. Continue with the next part, “SETTING THE CONTEXT” and explain what that means.

12. Discuss the phrases with students and ask them to choose two they would like to incorporate into their vocabulary.

13. Invite students to show their visual organizers to other students and talk about them.

14. Show the section “TELLING THE STORY” for students to read and discuss.

15. Move to the section, “ADDING EMPHASIS” and ask students to write down these phrases as well in their vocabulary lists.

16. Ask students to work in pairs and practice these phrases in telling an anecdote.

17. Monitor and offer help as needed.

18. Invite students to share their anecdotes with the class.

1. Download the files suggested in the MED section and make copies for students.

2. Tell students they are going to review some past tenses to gain practice in telling anecdotes since the story took place in the past.

3. Ask students what the difference between regular and irregular verbs in past is and what other 'types' of past they remember.

4. Tell students they are going to play a game where they need to use past tenses.

5. Give each group of students a die and ask them to roll it. Like in any board game, students have to count the boxes and land.

6. Students need to complete the cue with original information and the other members of the group have to say if the sentences are correct. In case they are not sure, they can ask you.

7. The student who gets first to the FINISH box wins the game

8. Before working on the next activity,  you may want to review the form and meaning of this structure before the activity starts or do it when correcting answers.

9. Distribute the worksheet and read the sentences to decide if they are correct or incorrect. Then, ask students to compare and check answers with other students.

10. Give the answers to the sentences for final confirmation on ‘correct’ and ‘incorrect’, and if the sentences are ‘incorrect’ review that uses with students.

1. Have the beam projector ready to show the activities suggested in the MED to students.

2. Tell students they will gain more practice on past tenses to help them when telling an anecdote.

3. Write on the board " I READ A COUPLE OF BOOKS LAST WEEK." and " I WAS READING A BOOK..." and tell you what the difference is.

4. Make sure students understand the progression of activities in past.

5. Show the worksheet and tell students they need to complete this story by either using past simple or past continuous of the verbs in brackets.

6. Ask students to read the story silently and write their answers in their notebooks.

7. When they are finished, ask some volunteers to come to the front and type their answers.

8. If the answer is incorrect, ask the class to correct so the students can try the correct answer now.

9. When the story has been completed, ask the class some comprehension questions, such as “What happened to the lion? Where was the lion? What did the shepherd do? Why did the shepherd was going to be thrown into the lion’s cage?, etc.”

10. This is a great activity for students to work with stories. 

11. Ask students what elements they may need in order to start writing a story, ( characters, time, words to describe, etc.)

12. Tell students they are going to make their own stories by playing with this maker.

13. Show the cover of the ‘book’ and tell students they get to choose/click on the type of story, characters, places, scariest creatures, colors, small creatures, and a scary person.

14. Try one story by showing the sections and having volunteers choose the elements they want.

15. Get the story and ask students to read it from their seats. How did they like it? Is it a funny story? Is it a scary story?

16. Ask students to copy it in their notebooks and practice retelling it to a classmate as pair work.