T puts comic book covers on WB. T elicits the word 'comics' from sts. T asks sts if they recognize any. T asks sts to name any other comic books or graphic novels they like. T asks, T explains how most comics or graphic novels (especially the superhero ones) have friends and/or enemies. T elicits answers from students: Are batman and robin friends or enemies? (friends). Is Joker Batman's friend? (no, he's an enemy). contd with other examples on board. CCQ: "Do enemies like each other?" (no) "Do enemies want to help each other succeed?" (no) WRITE PLURAL FORM AS WELL AS SINGULAR Barbaric (adj): use Tarkan comic to elicit the word in this manner. “Who knows this comic series? Where is Tarkan from? (Caucasus Mountains)” “Tarkan is a warrior for which famous leader?” (Attila the Hun) Show picture. “Was Atilla the Hun a nice leader/a sweet man? Was his name short for “Atilla honey?” (no) “Was he a cruel man?” (Yes, and violent). “Some would say b_______________.” CCQ: Is being barbaric a good thing? (no) What would the opposite of barbaric be? (civilized, but answers may vary) Glorious (adj): “Do you know what it’s called when something is so beautiful, so civilized, so fantastic that people are inspired by it? They write songs and poems and create works of art.” (glorious). “So can anyone give me an example of something glorious?” “Does anyone know who this is?” (show picture of King Arthur) elicit from sts if he’s a glorious man or not. CCQ: Is glorious a good thing or a great thing? (great) Was Atilla the Hun a glorious man? (no) Was King Arthur a glorious man? (yes)

T gives instructions. Sts will read alone for 5 minutes, thinking about the Qs on the back of HO1 while they read. When finished, they will discuss in pairs. T asks individual sts for answers. 1. What are the men's jobs? (guards) T teaches "guard": "If somebody's job is to protect something or someone, he/she is called a ________(guard)." CCQ: "What is a guard's job?" (to protect or guard somebody or something) “Do guards protect people?” (yes) “What kind of people?” (rich, famous, royal) "Do guards only protect people, or do they protect other things too?" (other things.) Elicit examples. (e.g. jewels, museums, etc…) "Are there guards who protect places?" (yes). 2. Are they friends or enemies? (friends) 3. What is the problem? (they forgot which side of the wall they are supposed to be protecting. T asks open ended question to the class: "What do you think this story is about?"

Have students re-read the story and underline the present perfect tense. They can do this in pairs for 2 min. T writes the sentences on the board: "I've memorized it" and "I've forgotten which side is which." along with three options underneath: a) they are about actions that finished a long time ago. b) they are about finished actions that are important or relevant now. c) They are about unfinished actions. (B -answer) Has students talk about it amongst themselves for 1 minute in small groups and then come back with an answer that they agree on. Write the example sentences on the board after erasing the others: "Have you memorized it yet?" and "I've already forgotten which side is which." Underline 'yet' and 'already'. Elicit meanings from sts, ECDW. RULES Yet (adv) – Use "yet" to ask if something has happened w/ present perfect. Not yet = something has not happened but it will in the near future. Already (adv) – before now or by the time in question. Use "already" to say that something has happened earlier than you expect. “I’ve already forgotten which side is which” S + (already/not yet) + present simple “have” tense/(‘ve) + past participle “Have you memorized it yet?” Have + S + past participle + (O) + (yet/already)?

T writes an example on the WB: A: "Have you done your homework?" B: "No, I / not do / it / yet." CCQs: 1. Have I done my homework? (no) 2. Will I do my homework? (yes) 3. When will I do my homework? (in the near future). T gives HO2 and has sts work in pairs for 5 min to complete the first side (pt.1). T gives sts the answer key. T calls on students and has them read aloud some answers, drilling pronunciation as we go along, and T asks CCQs about the use of 'yet' and 'already' throughout the answers.

T instructs sts to turn over their HO2's to the other side and work on their own for 5 minutes to complete the activity. Sts check their work in pairs. T uncovers answer key on the board. Asks for questions. Error FB.

T shows example of personal sentences written using present perfect and 'yet/already' to sts as a model for how they will write their own. T gives 5 minutes to sts to write their own sentences using the same type of model. Sts peer-check afterwards.

Sts get up and move one seat over in the horseshoe shape seating arrangement to work with a new partner and practice speaking and reading aloud their sentences made in the last stage. Sts take turns speaking for appx. 2 minutes each. T monitors and writes down mistakes to do delayed error correction on the WB for the whole class.